designing an english course book for flight … · i designing an english course book for flight...

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DESIGNING AN ENGLISH COURSE BOOK FOR

FLIGHT ATTENDANT SCHOOLS

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

by

Sisilia Endah Lestari

Student Number: 146332042

THE GRADUATE PROGRAM OF ENGLISH STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

... ~---

A THESIS

DESIGNING AN ENGLISH COURSE BOOK FOR FLIGHT ATTENDANT SCHOOLS

F.X. Mukarto, Ph.D. Thesis Advisor

by



Approved by

ii


Chairperson

Secretary

Member

A THESIS

DESTGNING AN ENGLISH COURSE BOOK FORFLIGHT ATTENDAI\T SCHOOLS

Presented by



Was defended in &ont,of the Thesis Committeeand Declared Aceeptable

Thesis Committee

: Dr. B.B. Dwijatmoko, M.A.

: F.X. Mukarto, Ph.D.

: Dr. J. Bismoko

: Dr; E. Sunarto, M.Hunn.

Gh^[E-

Yoryakarta, July 24th, 2017

School Director

,2

,6-f*a{

m

Dr. G. Budi Subanar, S.J.


iv

DEDICATION PAGE

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

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

-Maimonides

I dedicate this thesis to all teachers and students who never stop learning,

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

to my husband and our future children,

to my inspiring supervisors and other lecturers,

and to everyone I love.


STATEMENT OF WORK'S ORIGINALITY

This is to certify that all the ideas, phrases, sentences, unless otherwise stated, are

the ideas, phrases, and sentences of the thesis writer. The writer understands the

full consequences including degree cancellation if she took somebody else's

ideas, phrases, or sentences without proper references.

Yogyakarta, July 14th, 2017


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LEMBARPERNYATAANPERSETUJUAN

PUBLlKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama Sisilia Endah Lestari

Nomor Mahasiswa 146332042

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

DESIGNING AN ENGLISH COURSE BOOK FOR FLIGHT ATTENDANT SCHOOLS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk keperluan akademis tanpa perlu meminta ijin dari saya maupun

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikan pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Y ogyakarta

Pada tanggal 14 Juli 2017

Yang menyatakan -

~ Sisilia Endah Lestari

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ACKNOWLEDGEMENTS

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

life. I am so blessed and thankful for His blessings so that I could finish doing my

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

and Mother Mary for all the time, health, motivation, belief, and support through

all the people sent to me.

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

Mukarto, Ph.D., for his patience, guidance, and support which encourage me to

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

also inspired me to be better than others. I am deeply grateful to all the lecturers in

English Language Studies; Dr. J. Bismoko and Dr. B.B. Dwijatmoko, M.A., P.

Sarwoto, S.S., M.A., Ph.D., and Patrisius Mutiara Andalas, SJ, S.S., S.T.D. for

the knowledge and meaningful feedback they have shared.

The English course book that I designed was reviewed by two talented and

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

Lestari, S.Pd., M.Hum. I thank them a lot for giving their helpful feedback to

improve the designed materials. The designed is more valid and better because of

their contribution.

I address my gratitude to Bunda Indar and Mbak Eka who had permitted

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

me to get what I needed during the research. I am also so grateful to have the

flight attendants candidates from Jogja Flight and P3 Nusantara who had


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contributed their willingness to participate when I implemented the designed

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

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

Sumiyati and Bapak Matheus Sardjono. I thank them for all the meaningful

lessons in life, support, prayers, and guidance given to me. My parents are the best

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

Willibrodus Sugiono and Agustinus Edi Wibowo, who always support me

through their prayers, advice, and love. I am the lucky sister to have them in my

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

for his never-ending love, support, and prayers. I thank him for being such a great

husband in my life.

I thank all the people who have given their time, advice, guidance, help,

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

Language Studies; Mbak Eli who was willing to be my second advisor, Dangin,

Mbak Tita, Mbak Vita, Ruly, Mas Adit, Anggi, Indra and Om Mike for being

my close and best friends. I also thank all my classmates for the laughter,

craziness, joy, and love we have shared during my study in this university.

Life is so empty without the presence of the people we love in this life.

Therefore, I thank all of the people whom I have not mentioned previously for the

help and love we have shared. The gratefulness is addressed to everyone I love

especially who has helped me in accomplishing this thesis.



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TABLE OF CONTENTS

Page

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

APPROVAL PAGES ................................................................................... ii

DEDICATION PAGE ................................................................................. iv

STATEMENT OF WORK’S ORIGINALITY ............................................ v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................. vi

ACKNOWLEDGEMENTS ......................................................................... vii

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

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

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

LIST OF APPENDICES .............................................................................. xv

ABSTRACT ............................................................................................... xvi

ABSTRAK ..................................................................................................... xvii

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

A. RESEARCH BACKGROUND ........................................................ 1

B. PROBLEM IDENTIFICATION ...................................................... 5

C. PROBLEM LIMITATION ............................................................... 6

D. RESEARCH DELIMITATION ....................................................... 7

E. RESEARCH QUESTION ................................................................ 8

F. GOAL OF RESEARCH AND DEVELOPMENT .......................... 8

G. PRODUCT SPECIFICATION ......................................................... 9

H. BENEFIT OF RESEARCH AND DEVELOPMENT ..................... 10

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

A. THEORETICAL REVIEW ............................................................... 11

1. Instructional Design Model ........................................................ 11

a. ADDIE Model ........................................................................ 12

1) Analysis .............................................................................. 13

2) Design ................................................................................. 15

3) Development ....................................................................... 15


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4) Implementataion ................................................................ 16

5) Evaluation ......................................................................... 17

b. Dick and Carey Model ........................................................... 18

2. Flight Attendant’s Job ................................................................. 25

3. English for Specific Purposes ..................................................... 31

a. The Nature of ESP ................................................................. 32

b. Needs Analysis ...................................................................... 35

4. English Course Book Evaluation ............................................... 38

a. Criteria of Good Materials by Graves (2000) ........................ 39

b. Kirkpatrick’s Four Levels of Evaluation ............................... 43

5. The Four Strands ........................................................................ 47

6. Flight Attendant School ............................................................. 52

B. THEORETICAL FRAMEWORK .................................................... 55

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

A. RESEARCH METHOD .................................................................... 63

1. Reseacrh and Information Collecting ......................................... 65

2. Planning ...................................................................................... 66

3. Developing Preliminary Form of Product .................................. 67

4. Preliminary Field Testing ........................................................... 67

5. Main Product Revision, Main Field Testing, Operational Product

Revision .................................................................................... 68

B. RESEARCH PARTICIPANTS ......................................................... 70

1. The Participants of the Research and Information Collecting ... 70

2. The Participants of the Expert Validation .................................. 71

3. The Participants of the Implementation and User Validation .... 71

C. RESEARCH INSTRUMENTS ......................................................... 72

1. Interview ..................................................................................... 72

2. Questionnaire .............................................................................. 73

D. TECHNIQUE OF DATA COLLECTION ........................................ 77

E. DATA ANALYSIS ........................................................................... 79

1. Research and Information Collecting ......................................... 80


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

3. Main Field Testing ...................................................................... 83

F. PROCEDURE .................................................................................... 84

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

A. THE SCHEMATIC MODEL............................................................... 86

1. Analysis ........................................................................................ 87

a. Needs Analysis Result ............................................................. 88

b. Context Analysis Result .......................................................... 90

2. Design ........................................................................................... 94

a. Stating General Objectives, Specific Learning Objectives,

Unit, and Topics ....................................................................... 94

b. Choosing the Teaching Activities ............................................ 98

c. Course Book Template Design ................................................ 100

1) The Specific Disciplines and Level of Students’ Proficiency 101

2) Stating the Specific Needs .................................................. 101

3) The Familiarity of the Materials .......................................... 102

4) More Practices ..................................................................... 102

5) Understandable Instructions ............................................... 102

6) Students’ Affective Needs ................................................. 103

7) The Language Features ....................................................... 103

B. THE ENGLISH COURSE BOOK ..................................................... 104

1. Development ................................................................................. 104

a. The Course Book Cover ........................................................... 105

b. The Preface .............................................................................. 106

c. The Units and Topics ............................................................... 106

d. The Main Activities ................................................................. 107

e. The Language Focus ................................................................ 108

f. The Daily Expressions .............................................................. 109

2. Expert Validation (Development and Evaluation) ........................ 110

a. The Descriptive Statistics of Experts’ Opinion on

the Designed English Course Book .......................................... 111


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b. The Experts’ Comments and Suggestion on the Designed

English Course Book ............................................................... 113

3. User Validation Result (Implementation) .................................... 114

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

A. Conclusions .......................................................................................... 119

B. Suggestions .......................................................................................... 121

1) Suggestions for the English Teachers of Flight Attendant Schools 121

2) Suggestions for the Students ......................................................... 122

3) Suggestions for Further Research ................................................. 123

BIBLIOGRAPHY .... .................................................................................... 124

APPENDICES ............................................................................................... 128


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LIST OF TABLES

Page

Table 2.1 Garuda Indonesia Flight Attendant Training Program .................... 30

Table 2.2 Types of Information that can be Gathered when Assessing Needs 36

Table 3.1 Summary of Expert Validation Questionnaire Blueprint ............... 75

Table 3.2 Summary of User Validation Questionnaire Blueprint .................. 76

Table 3.3 Data Collection ................................................................................ 77

Table 3.4 Descriptive Statistics of Users’ Opinion on the Designed Learning

Model ...............................................................................................................81

Table 3.5 The Interpretation of the Degree of Agreement (Best, 1970:179) ...82

Table 3.6 The Meaning of Score Criteria .........................................................82

Table 3.7 The Meaning of Score Criteria (2) ...................................................83

Table 38 Research Procedure ...........................................................................84

Table 4.1 The Specific Learning Objectives of English for Flight Attendant

Schools .............................................................................................................95

Table 4.2 The Fourteen Criteria of Good Materials as the Basis of Choosing

the Learning Activities .....................................................................................98

Table 4.3 The Course Book Template Design .................................................100

Table 4.4 The Descriptive Statistics of the Experts’ Opinion .........................111

Table 4.5 The Descriptive Statistics of the Users’ Opinion ............................115


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LIST OF FIGURES

Page

Figure 2.1 The Adapted Rogers’ ADDIE Model (2002).................................. 13

Figure 2.2 Evaluation Phase of ADDIE Model................................................ 17

Figure 2.3 System Approach Model for Designing Instruction (Dick and Carey,

2009) ................................................................................................................ 20

Figure 2.4 A List of Considerations for Developing Materials (Graves, 2000) 42

Figure 2.5 Kirkpatrick’s Four Levels of Evaluation ....................................... 44

Figure 2.6 Summary of the Four Strands (Nation, 2007) ............................... 52

Figure 2.7 Model Development Framework ................................................... 56

Figure 3.1 ADDIE Instructional Design Model Matched up R&D Framework 69

Figure 4.1 The Designed English Course Book’s Cover ................................. 105

Figure 4.2 The Preface ..................................................................................... 106

Figure 4.3 The Main Activities Sample ........................................................... 108

Figure 4.4 The Language Focus ....................................................................... 109

Figure 4.5 The Daily Expressions .................................................................... 110


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LIST OF APPENDICES

Page

Appendix 1 Surat Permohonan Izin Penelitian ........................................... 129

Appendix 2 Jogja Flight Syllabus ................................................................ 130

Appendix 3 Interview Blueprint .................................................................. 133

Appendix 4 Questionnaire Blueprint ............................................................136

Appendix 5 Interview Result ....................................................................... 144

Appendix 6 Questionnaire Result ................................................................ 150

Appendix 7 Sample of Questionnaire Result ................................................156

Appendix 8 Syllabus of the Designed English Course Book .......................162


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ABSTRACT

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

Schools. Yogyakarta: The Graduate Program in English Language Studies,

Sanata Dharma University.

Flight attendants are expected to serve the passengers well. For international

flights, English is highly needed in any situation including emergency and to face

several English tests to apply for a job in an aviation industry. Hence, developing

communicative competence of flight attendant candidates is essential to improve

their performance in English. Therefore, the researcher is interested in designing

an English course book which consists of functional topics, authentic materials,

well-ordered activities, and more speaking exercises.

As the researcher’s interest to design materials, this research aimed to

contribute to English language teaching especially for flight attendant schools.

This research improves the quality of human beings by conducting the research,

implementing the designed English course book, and learning the needed

materials. The designed English course book is the end product of this research.

As the basis, two research questions were formulated, as follows: (1) What is the

schematic model of the English course book for flight attendant schools? (2) What

does the English course book for flight attendant schools look like? In order to

answer those two research questions, ADDIE Instructional Design model which

consists of five phases: Analysis, Design, Development, Implementation, and

Evaluation was employed. The phases were incorporated into a Research and

Development (R&D) method. In the Analysis phase, the researcher conducted

interview to an experienced flight attendant and to an English teacher who was

also a flight attendant so that the real needs were obtained. The interview was

conducted as the confirmation of a literature review of a book entitled “Flight

Attendant Training Standard” by Commercial and Business Aviation, Canada.

The syllabus and the course book were developed based on the real needs. The

course book was reviewed by two experts and implemented to fifteen students of

a flight attendant school. The final revision was done after the students gave their

feedback of the designed English course book.

The result of the research was the schematic model and the course book for

flight attendant schools. The schematic model presents the theories such as

English for specific purposes, the Four Strands, list of the flight attendants’ jobs,

and the evaluation. The theories were used to design and develop the syllabus,

determining the criteria of materials for specific purposes, topics, exercises, and

the evaluation. The course book was designed by doing some revisions based on

the results of expert and user validation. Based on the evaluation, the course book

was very good to use for flight attendant candidates.

The designed English course book is a good and acceptable instrument to

improve students’ English proficiency. The course book consists of functional

topics, authentic materials, well-ordered activities, more speaking activities, and

language games. Therefore, the researcher recommends that this book could be

implemented in flight attendant schools. Further research on designing the course

book for other level of proficiency is highly suggested.


xvii

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

attendant schools.

ABSTRAK

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

Schools. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris,

Universitas Sanata Dharma.

Pramugari dan pramugara memiliki kewajiban untuk melayani penumpang

dengan baik. Penggunaan Bahasa Inggris pun dianggap sebagai suatu kebutuhan

dalam situasi apapun termasuk situasi darurat apalagi dalam penerbangan

internasional. Bahasa Inggris juga sangat diperlukan untuk mempersiapkan diri

menghadapi beberapa tes masuk suatu industri penerbangan. Maka dari itu,

mengembangkan kemampuan komunikatif dirasa penting untuk meningkatkan

performa seorang pramugari dan pramugara. Peneliti bertujuan untuk menyusun

buku ajar Bahasa Inggris yang terdiri dari topik-topik fungsional, materi autentik,

aktifitas yang tersusun rapi, dan lebih banyak latihan berbica. Ketertarikan peneliti

akan menyusun buku ajar juga bertujuan untuk berkontribusi terhadap

pembelajaran Bahasa Inggris terutama untuk sekolah pramugari dan pramugara.

Maka dari itu, penelitian ini dapat meningkatkan kualitas hidup manusia dengan

menyusun, menerapkan, dan mempelajari buku ajar Bahasa Inggris untuk

pramugara dan pramugari.

Buku ajar Bahasa Inggris merupakan produk akhir dari penelitian ini.

Sebagai dasar, peneliti memformulasikan dua rumusan masalah, yaitu: (1) Apa

model teoritis dari buku ajar Bahasa Inggris untuk sekolah pramugari? (2)

Seperti apa model ikonik dari buku ajar Bahasa Inggris untuk sekolah

pramugari? Untuk menjawab dua rumusan masalah tersebut, model Instruksional

Desain ADDIE yang terdiri dari lima tahapan; Analisis, Desain, Pengembangan,

Implementasi, dan Evaluasi digunakan. Tahapan-tahapan tersebut digabungkan

dengan metode Penelitian dan Pengembangan (R&D). Dalam tahapan Analisis,

peneliti mengadakan wawancara kepada seorang pramugari berpengalaman dan

guru Bahasa Inggris sekaligus mantan pramugari. Wawancara ini bertujuan untuk

memperoleh kebutuhan yang sebenarnya untuk belajar Bahasa Inggris.

Wawancara ini merupakan konfirmasi dari kajian literatur sebuah buku berjudul

“Flight Attendant Training Standard” oleh Commercial and Business Aviation,

Canada. Silabus dan model ikonik buku ajar Bahasa Inggris dikembangkan

berdasarkan kebutuhan yang sebenarnya. Model ikonik buku ajar Bahasa Inggris

dikaji oleh dua ahli dan diimplementasikan ke lima belas siswa di sebuah sekolah

pramugari. Revisi akhir selesai dibuat setelah para siswa memberikan saran dan

kritik dari buku ajar Bahasa Inggris.

Hasil penelitian ini adalah model teoritis dan buku ajar Bahasa Inggris dari

untuk sekolah pramugari dan pramugara. Model teoritis menghasilkan teori-teori

Bahasa Inggris untuk tujuan khusus, teori Four Strands, daftar pekerjaan

pramugari dan pramugara, dan evaluasi buku ajar. Teori-teori tersebut digunakan

untuk menyusun dan mengembangan silabus, menentukan kriteria materi untuk


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tujuan tertentu, topik, latihan, dan evaluasi. Buku ajar Bahasa Inggris disusun

dengan revisi dari hasil validasi para ahli dan para siswa.

Berdasarkan hasil evaluasi dari para ahli dan siswa, buku Bahasa Inggris

untuk pramugari/pramugara merupakan buku yang sangat bagus dan valid

pengguna. Buku ini sangat bagus untuk meningkatkan kualitas berbahasa Inggris

para murid. Keunggulan buku tersebut adalah topik yang fungsional, materi yang

autentik, aktifitas yang tersusun rapi, lebih banyak latihan berbicara, dan

permainan dalam Bahasa Inggris. Peneliti menyarankan agar penelitian lebih

lanjut untuk mendesain buku ajar Bahasa Inggris untuk level lain dapat

dilaksanakan.

Kata kunci: buku ajar Bahasa Inggris, model Instruksional Desain ADDIE,

sekolah pramugara dan pramugari


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CHAPTER I

INTRODUCTION

The thesis aims to design an English course book for flight attendant

schools. This chapter discusses the needs to design the course book as elaborated

in the research background. Given the background of the research, the problem

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

research questions are formulated. The goal of research and development is then

presented. The product specification and benefit of research and development are

discussed further in this chapter.

A. RESEARCH BACKGROUND

Indonesian airlines nowadays have grown advanced. They serve the

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

leave for other countries. In order to serve the passengers well, flight attendants as

front liners have to perform well in the airplanes. Therefore, being flight

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

especially when they have to deal with foreign passengers. Aiguo (2007) as cited

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

language will enable them to communicate with their counterparts around the

world and serve their customers better on work-related issues.” Consequently, the

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

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

being responsible for any crucial moments happen in the airplane which are


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explained in English and the service should be done well. Furthermore, flight

attendants are not only dealing with passengers, more importantly, flight

attendants need to face several processes like having some English tests, a job

interview, and following training program from the airlines. In Viva College

Australia, which has a program to prepare becoming the flight attendants, there

are some objectives of learning English. The students will be able to learn English

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

prepared for a job interview, and stand out from other applicants in the job

interview. Before being accepted as the flight attendants, the students will have a

job interview as well. In this case, they need to know some terms and questions in

English with the responses in English. It is hardly deniable that flight attendants

do not need English as their second language to deal with the passengers.

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

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

Attendant Training Standard (2008, iv), “the practical examinations of the safety

equipment, emergency equipment, and emergency procedures shall verify the

flight attendant’s skills in the operation of the safety and emergency equipment

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

competency requirements mentioned previously manifests that flight attendants

are fully responsible for the passengers’ safety. Accordingly, having good skills of

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

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

recognized as front-line employees who are one of the major tools making the

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


3

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

attendants meet some kind of English testing systems like TOEFL, IELTS, and

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

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

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

attendants are relied upon to give instruction to passengers.” McGrath says that

the ability to communicate in English is ‘one of the most highly regarded flight

attendant requirements.”

According to McGrath (2015), the skills cover verbal and literacy skills

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

Considering the importance of English for flight attendants, the researcher decides

to design an English course book for flight attendant schools in P3 Nusantara and

Jogja Flight, the schools which train the students to hold their head high in

handling a job as the flight attendants.

The institutions have already set up the materials for the teaching learning

process. In fact, the institutions need more theoretical and conceptual model

learning for the English course book designed for the students. Hence, the

researcher helps the institutions to design new materials to support the existing

ones. The current materials used by the teachers and the students are mainly

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

book, the researcher needs to conduct a needs analysis to find the needs of

learning English for the students.

This research focuses on designing an English course book for flight

attendant schools. The reasons of choosing English for flight attendants are based


4

on the fast growth of Indonesian airlines industry, the request from the institution,

and the researcher’s interest of English for specific purposes. Therefore, the

researcher finds that there is a need to contribute something meaningful to English

education. Moreover, the number of flight attendants is increased at the moment.

.According to McKay (2011) as cited in Kongsuriyanawin (2011, 1), “the

employment of FAs was predicted to be the most popular occupation through the

year 2018.” In fact, the ASEAN Economic Community (AEC) has been started in

2015. Hence, people should be more creative, competitive, and enthusiastic in

facing the big challenges in South East Asia. They will be more successful if they

can communicate in English as the required language since they serve the foreign

passengers well.

Before designing the materials, it is important to find out where the course

is, how the materials will be, the numbers of the participants in the class, what the

learners need, and the objectives of the learning. This information will be useful

for designing materials that fit to the context. The context is very important to

help the researcher to focus on what is realistic and appropriate and thus plan for

success (Graves, 2000.p 17). For example, the information about time will help us

to make decision about what areas should be covered. Considering those factors,

the researcher defines the context in P3 Nusantara and Jogja Flight, the schools

which prepare the students to be flight attendants. Those schools as the training

center for students who will work as flight attendants are chosen because the

institutions need the supporting materials especially for English to improve their

teaching strategy and the students’ mastery in English. Moreover, the researcher


5

needs to implement the designed learning model in the schools to produce valid

and reliable English course book.

This research contributes on the improvement of English teaching and

learning especially for flight attendant schools. The contribution is obviously seen

by the end goal of the research. The end goal of this research is the production of

the final revision of the English course book for flight attendant schools. The

contents of the English course book are expected to fulfill the teachers’ and

students’ need to meet one of the requirements of being flight attendants which is

to be able to have good English communication skill. The English course book is

set with clear instructions, effective learning, and well-ordered activities to

enhance the students’ skills in English learning. Subsequently, the students’

English communication skills are effectively improved by comprehending the

theories and practicing the concepts provided in the English course book.

B. PROBLEM IDENTIFICATION

Regarding the growth of airlines in Indonesia and the rapid growth of

passengers’ mobility from Indonesia to other countries and vice versa, it requires

flight attendants as the front liners to communicate in English as one of the

requirements to be a flight attendant. Moreover, the existence of ASEAN

Economic Community increases many foreigners to come to Indonesia who will

possibly travel by air. Therefore, the flight attendants should be competent in

English communication skill. Moreover, the students will face several English

testing systems when they apply for a job in some airlines continued by having a

job interview in English. In fact, some of the English materials prepared by the


6

schools focus more on the grammar and expressions without concerning the

essential goal of the learning which is fluent speaking in English. Contributing

something meaningful to English education is one of the goals of this research. To

handle previous problems and needs, this research identifies the needs of learning

English for flight attendant school students. The needs become the basis for the

research to develop the course book.

After finding the needs, the researcher starts designing, developing,

implementing, and evaluating the English course book as the solutions for the

problems mentioned before. The evaluation is done twice by the experts and the

users. The final revision is done after the implementation done for the users. The

English course book is designed as a set of instructional materials with the

strategy, theories, and practices to improve the students’ English communication

skill for flight attendant schools.

C. PROBLEM LIMITATION

In this section, the researcher highlights some limitations of the research.

First, this research focuses on the research and development of an English course

book for flight attendant schools. Therefore, there is no experimental research to

measure students’ proficiency after they have participated in the implementation

of the English course book itself. Second, this research will only focus on

designing and developing four unit materials of English learning considering the

time allocation of the course and the real needs.

The third limitation deals with the reason of choosing English course book

as the media for the students to enhance their English communication skill. This


7

research is the development of the similar research done by the researcher and two

other partners in Program Material Design course. One of the goals of the course

is to design an English course book for certain area which meet our interest and

needs. Fourth, the population of the research is limited to the students of P3

Nusantara and Jogja Flight.

D. RESEARCH DELIMITATION

There is a research which has the similar object. The research is done by

Anothai Dibakanaka and Kulaporn Hiranburana in 2012. It proposes the use of a

competency-based approach, and an instructional design for developing an e-

Learning English course for chief flight attendants (CFAs) to enhance the English

oral communication. The objectives of the research are to investigate the English

language needs of the CFAs, to develop an e-learning competency-based English

course, to evaluate the effectiveness of the developed course and to examine the

opinions of the learners toward the course. The researchers use descriptive and

experimental research. Therefore, they implement the course and have the course

evaluation. They have the pre-test and post-test to compare the result of the

teaching learning process before and after the course is implemented. The

differences are on the research method and the kind of course book. In this

research, the researcher uses Research and Development which has a printed

English course book as the end result of the research.

Flight attendants need to speak English fluently in order to handle foreign

passengers. Therefore, speaking is considered as the main skill to enhance. The

other skills will still be improved but will not be the main focus.


8

E. RESEARCH QUESTION

This research contributes on English language education research and

development, particularly for flight attendant schools. Therefore, the research sets

out to address the following research questions:

1. What is the schematic model of the English course book for flight attendant

schools?

2. What does the English course book for flight attendant schools look like?

F. GOAL OF RESEARCH AND DEVELOPMENT

According to Graves (2000, 75), “goal means a way of putting into words

the main purposes and intended outcomes of the course.” The first research

question is formulated to provide the schematic model as the concept of designing

and developing the English course book for flight attendant schools. One of the

main purposes of this research is to improve the English performance of the

students of flight attendant schools by designing an English course book which

will become their effective and efficient learning materials. In addition to the main

goal of the research, the course book is produced to improve the design of English

education in flight attendant schools when it is implemented in a teaching learning

process. The English course book can be an authentic and appropriate guideline

for the students to utilize the skills of speaking for the purposes of: socializing,

providing and obtaining information, expressing personal feeling and opinion in

the targeted language or topics. In short, as the fundamental purpose of the

research, the English course book helps the students to gain communicative

competence in the target language based on their good competent of acquiring the


9

knowledge. The researcher also expects that the research would give a meaningful

contribution to English language teaching especially for flight attendant schools.

The other important goal is to improve the quality of human being by

conducting this research, especially for the researcher. As an English teacher, the

researcher will be more competent if she tries to design the instructional materials

as well. According to Graves (2000, 4), “a reflective teacher will take part in

curriculum development and be involved in school change effort, and take

responsibility for his or her own professional development.” In this case, the

researcher takes part and is involved in designing and developing English course

book for flight attendant schools to contribute a better understanding for the

students dealing with English learning.

G. PRODUCT SPESIFICATION

This thesis aims to design an English learning model for flight attendant

schools. The product is designed to improve students’ speaking, listening, reading

and writing skills through various practices on certain model of texts. The

students face no significant difficulties when learning since the course book has

functional topics and authentic materials. The topics and materials are designed

based on the real situations the students will experience in companies. The

activities are well-ordered so that the students improve their skills gradually from

the easier to the more difficult activities. As the main skill, speaking exercises are

provided in each section of the course book. Language games are also employed

to make the activities more various and fun.


10

The target users are flight attendant school students who are included in

intermediate level of English proficiency. The students go through several English

tests to join the school. Therefore, they are not included as beginner learners who

do not know basic grammar.

The product consists of four units and nine topics with 17 meetings for the

teaching learning process. Each meeting has 120 minutes which is enough for the

students to learn and practice the skills. Daily expressions list is provided to let

the students learn outside the class.

H. BENEFIT OF RESEARCH AND DEVELOPMENT

The benefits of research and development cover theoretical and practical

benefits. Theoretically, this research provides scientific information in teaching

and learning English for flight attendant schools. The information consists of the

needs of learning English, the characteristics of the school and the students, and

the teaching learning activities.

Practically, this research provides the materials related to the students’

needs in learning English. The materials cover the four skills with speaking as the

main skill to develop. The students get benefits by having more practices and

knowledge in order to be fluent in speaking English. The course book will

hopefully help students to enhance their English mastery in order to prepare them

to become qualified flight attendants. For further research, an Ex Post Facto

research could be done to find the effectiveness of the treatment or the learning

model.


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CHAPTER II

LITERATURE REVIEW

This chapter discusses relevant theories to support the research. The

purpose of this chapter is to reveal related theories in accordance with the goal of

the research which is to design an English course book for flight attendant school.

This chapter consists of two sections which are theoretical review and theoretical

framework. The first section discusses the Instructional Design Model, Flight

Attendant’s Jobs, English for Specific Purposes, English Course Book Evaluation,

The Four Strands, and Flight Attendant School. Meanwhile, the second section

presents the framework of the discussed theories.

A. THEORETICAL REVIEW

This section elaborates six theories on Instructional Design Model, Flight

Attendant’s Jobs, English for Specific Purposes, English Course Book Evaluation,

The Four Strands, and Flight Attendant School. Those six theories support the

research since designing an English course book should be based on the scientific

approaches and other related theories. In short, the theories become the basis of

the research.

1. Instructional Design Model

According to Holden (2015, 3), “the ultimate goal of designing instruction is

to improve human performance.” One of the goals of the research is to improve

the English performance of the students by designing an English course book

which will become their effective and efficient learning materials. Designing an


12

English course book is a part of instructional program design. According to

Whitmyer (1999) as cited in Kramer (2013, 2), “instructional design is defined as

a system using learning theory that creates specifications for the development and

implementation of learning experiences, materials, and environments.” In the

other hand, Moss (2012, 2) states that “Instructional Design is the practice of

creating instructional tools and content to help facilitate learning most

effectively.” According to the theories, the researcher defines Instructional Design

as an instructional system consists of theories and instructional strategy to create a

program in order to facilitate an effective learning. Effective learning happens

when the goals of learning are achieved.

In order to design the English course book, the researcher reviews two

models to consider which one is the most appropriate model to be applied. In fact,

there are many instructional models which have been used to create programs.

According to Moss (2012, 2), “there are more than 100 different instructional

models from which to choose, such as ADDIE, the Dick and Carey, the Kemp,

Rapid Prototyping, and Robert Gagne’s.” The two instructional design models

which the researcher reviews are widely used in designing and developing a

program. Furthermore, the researcher elaborates each model from ADDIE Model

and Dick and Carey Model.

a. ADDIE Model

ADDIE model has five phases which is the acronym of the letters, Analysis,

Design, Develop, Implement, and Evaluation. According to Holden (2015, 4), the

model is the “most widely used instructional design model since over 50 years

ago.” Rogers (2002, 2) develops five phases in his Instructional Design Model.


13

The first phase is conducting need analysis (Analyze), followed by identifying

instructional goals and analyzing tasks, and writing the assessment (Design),

choosing teaching strategies and instructional media (Development), teaching the

course (Implementation), doing evaluation and revision (Evaluation). The model

has been widely used by teachers and other training developers. According to

Moss (2009, 5), argues that “training developers typically use ADDIE model as a

generic process for designing models.”

Figure 2.1 The Adapted Rogers’ ADDIE Model (2002)

1) Analysis

In the Analysis phase, Kramer (2013, 3) explains that “an instructional

designer sets instructional goals by determining the desired newly acquired skill

set or knowledge of the learner.” In this phase, the researcher is expected to

conduct a need analysis to find the perceived and real needs of the students.

Perceived need is the need which is perceived or assumed by the teachers,

students, and the designer. Real need is the need which is based on the job or

competence needed to perform the jobs. According to Holden (2015, 4), “it is

important to distinguish between the real need, as opposed to the perceived need,


14

that can be solved by instruction/training intervention.” In designing the English

course book, the researcher looks for the real needs based on the literature review

and interview. The students do not need to state their expected competence since

they will need to acquire the knowledge which has been set by the airlines.

Holden (2015, 5) states that in the Analysis phase, there are eight steps to

consider, One of them is Occupational/Educational/Mission Analysis which

“identifies the duties and tasks of an occupation or job, the goals and content area

of an educational requirement, or the characteristics of a mission.” In this

research, the students are obviously prepared to be flight attendants. Therefore,

the researcher does not need to ask the students about the jobs which they will

have after the training. The researcher conducts an educational analysis which is

“reviewing the educational requirements, developing educational goals, and

developing statements of how to achieve the goals.” Mission analysis is also

conducted to “review mission requirements, developing collective task statements,

and arranging the collective tasks in a hierarchical relationship.”

In the needs assessment, the researcher also conducts Target Audience

Analysis as stated by Holden (2015, 7) that this analysis is “the process of

determining the entry-level skills or behaviors that students should have prior to

entering a course of instruction.” This analysis is also called context analysis

where the researcher also analyzes the students’ characteristics. Holden (2015, 7)

adds that “This analysis also identifies the general characteristics they should have

such as reading grade level, physical strength, attitude, and previous experience.”

Holden (2015, 7) says that this analysis aims to determine the “instructional

content, level of content, motivational needs, and instructional methods.”


15

Therefore, the researcher can adjust the students’ motivational needs, the

instructional methods, and content to the designed learning materials. Holden

(2015, 7) adds that this analysis “allows the designer to base the instructional

system on the skills, knowledge, and attitudes (SKA) of the target audience.”

2) Design

The next phase is Design, which requires the researcher to deal with

“learning objectives, assessment instruments, exercises, content, subject matter

analysis, lesson planning and media selection” (Moss, 2009:3). The researcher

needs to define the objectives for the students to achieve. The learning objectives

should be specific, measurable, appropriate, realistic, and time bound.

In this phase, the researcher does sequencing the objectives using Bloom’s

Taxonomy; remembering, understanding, applying, analyzing, evaluating, and

creating. The objectives lead the students to learn gradually from the easier to the

more difficult materials. After sequencing the learning objectives, the researcher

determines the instructional and evaluation strategy.

3) Development

The third phase is Development. According to Moss (2009, 4), “the

development phase is where instructional designers and developers create and

assemble the content assets that were blueprinted in the design phase.” In addition

to the elaboration of Development phase, Kramer (2013, 3) states that “during

development, trial version of the materials is given to a text class.” In the

researcher’s point of view, the implementation is placed in the Implementation

phase. The researcher starts designing the English course book as the learning

materials for the students to learn. According to Holden (2015, 9) “this phase


16

involves the actual creation of any "deliverables", e.g., print-based materials

(handouts), electronic learning support tools (PowerPoint), and other supporting

learning materials.”

The researcher needs to organize the content of the learning materials.

Holden (2015, 9) states that “some of the tasks to be developed in this phase

include plans of instruction, writing lessons, producing instructional materials,

and developing interactive courseware.” Moreover, Graves (2000, 149) argues

that “materials development is the planning process by which a teacher creates

units and lessons within those units to carry out the goals and objectives of the

course.” In short, the Development phase is the process of organizing the content

of the English course book based on the syllabus which has been made in the

Design phase.

4) Implementation

Moss (2009, 4) argues that “during the implementation phase, a procedure

for training the facilitators and the learners is developed.” In this phase, the

researcher conducts training for the learners only. The implementation is done for

the students of P3 Nusantara since the limitation of time. Moreover, the lecturer in

the school is only one. Therefore, the training for the lecturer is not an obligatory

need.

Holden (2015, 10) says that “the primary responsibilities of the

implementation phase are sustained and efficient delivery of learning support to

the target audience, maintenance of facilities and records, and ongoing

management of the learning system.” In the implementation, the researcher

delivers one unit of the course book in two meetings. In short, Implementation


17

phase is trying out the instructional materials to the students to get their feedback

to improve the instructional materials.

5) Evaluation

The last phase is Evaluation. According to Holden (2015, 4), Evaluation is

“performed during development, during implementation, immediately after

training, and six months or more after training.” Dick, et al (2009); West, et al

(1999); Smith & Ragan (2005) as cited in Holden (2015, 11) state that “the focus

of evaluation is continuous improvement in instructional system quality

evaluation phase consists of formative evaluation, summative evaluation, and

operational evaluation.” The figure below shows that evaluation is a continuous

improvement.

Figure 2.2 Evaluation Phase of ADDIE Model

According to Holden (2015, 12) “the main goal of evaluation is to increase

learning by assessing the value of the learning experience to the target audience,

instructors/facilitators, and other key stakeholders.” In addition to the goal of

evaluation, Dick, et al (2009) as cited in Holden (2015, 12) say that “the purpose

of evaluation is to improve the effectiveness of instruction and ultimately improve

human performance.” Similarly, the goal of evaluating the English course book is


18

to improve the designed instructional materials to be an effective media for the

students and teachers of flight attendant schools. In this research, the evaluation is

applied in the process of making the syllabus, the development of instructional

materials, assessment plan, and done after implementing the instructional

materials to the students of flight attendant schools. It consists of formative and

summative evaluation. According to Moss (2009, 5),

formative evaluation is present in each phase of the ADDIE process, while

summative evaluation consists of tests designed for domain specific criterion-

related referenced items and providing opportunities for feedback from the

users which were identified.

According to Holden (2015, 12), “formative evaluation validates the goals of the

instruction are being achieved and to improve the instruction, if necessary, by

means of identification and subsequent remediation of problem areas.” Formative

evaluation is an ongoing process done to improve the instructional materials.

Holden (2015, 13) adds that:

Summative evaluation is a process of identifying larger patterns and trends in

performance and judging these summary statements against criteria to obtain

performance ratings. It provides information on the product's efficacy (its

ability to do what it was designed to do). Moreover, summative evaluation is

typically quantitative, using numeric scores or letter grades to assess learner

achievement.

b. Dick and Carey Model

After reviewing the ADDIE Model, the researcher continues reviewing

another Instructional Design Model by Dick and Carey (2009). The researcher

reviews the Dick and Carey Systems Approach Model for Designing Instruction.

This book of Dick and Carey (2009) inspires the researcher in reviewing the

theory since this book is very detailed and complete. According to Dick and Carey

(2009, 3), the purpose of the book is “to describe a system approach for the


19

design, development, implementation, and evaluation of instruction.” The steps of

the system approach are clear and understandable. The steps are interrelated and

meaningful which can be implemented in conducting a similar research. In

addition to the aim of the book, Dick and Carey (2009, 1) define the word

“system” as “a set of interrelated parts, all of which work together toward a

defined goal.” As mentioned by Dick and Carey, the steps have their own

contribution to the learning outcomes. Furthermore, Dick and Carey (2009, 3)

define the word instruction as “purposeful activity intended to cause, guide, or

support learning.” The steps include the components of the design such as the

learners and teachers. Dick and Carey (2009, 1) say, “the components of the

system are the learners, the instructor, the instructional materials, and the learning

environment, all interacting to achieve the goal.”

The Dick and Carey Model is also one of the well-known instructional

design models. The model is known as the System Approach Model. According to

Moss (2009, 5), “Walter Dick and Lou Carey originally published the model in

1978 in their book entitled The Systematic Design of Instruction.” Unlike ADDIE

model, this model has more phases. Dick and Carey Model has ten phases such as

Identify Instructional Goal (s), Conduct Instructional Analysis, Analyze Learners

and Contexts, Write Performance Objectives, Develop Assessment Instruments,

Develop Instructional Strategy, Develop and Select Instructional Materials,

Design and Conduct Formative Evaluation of Instruction, Revise Instruction, and

Design and Conduct Summative Evaluation. The phases are described in figure

2.3 which can be seen as follows:


20

Figure 2.3 System Approach Model for Designing Instruction (Dick and

Carey, 2009)

The first phase of Dick and Carey Model, Identify Instructional Goal is

similar with the first step in ADDIE Model. According to Dick and Carey (2009,

6), “the first step is to determine what new information and skills you want

learners to have mastered when they have completed your instruction, expressed

as goals.” The goals can be derived from the people who are doing the jobs and

from a needs assessment.

According to Kramer (2013, 4), in the first phase of the model, “the

instructional designer focuses on and researches the intended learning outcomes.”

In this research, the need analysis is focused on discovering the real needs based

on the real situations the students will face. The perceived needs are considered

unnecessary since the standards are set by the aviation industry and the schools.

After identifying the instructional goal, the second phase is to “determine

step by step what people are doing when they perform that goal and also look at

sub skills that are needed for complete mastery of the goal” (Dick and Carey,

2009:6). In Conduct Instructional Analysis phase, the instructional designer is


21

required to assess the learning environment. Dick and Carey (2009, 6) add that

“the final step in the instructional analysis process is to determine what skills,

knowledge, and attitudes, known as entry skills, are needed by learners to be

successful in the new instruction.”

This phase requires the instructional learners to analyze “the context in

which they will learn the skills, and the context in which they will use them”

(Dick and Carey, 2009:6). In Analyze Learners and Contexts phase, there are two

contexts to be analyzed in this phase. The first context is the situations at school

and the second context is the real situations when the students implement the

skills they have learned at school.

Dick and Carey (2009, 6) elaborate further that “learners’ current skills,

preferences, and attitudes are determined along with the characteristics of the

instructional setting and the setting in which the skills will eventually be used.”

The researcher analyses the students’ skills to determine their level and also the

students’ preferences. The attitudes toward learning English are also analyzed.

The analysis is done in a form of interview with the English teachers and a flight

attendant who has the real experience in the aviation industry.

After conducting the previous phases, the instructional designer

determines the goals that the learners will be able to achieve. The phase is called

Write Performance Objectives. According to Dick and Carey (2009, 6), the goals

are “derived from the skills identified in the instructional analysis, identify the

skills to be learned, the conditions under which the skills will be demonstrated,

and the criteria for successful performance.” In this research, the objectives are


22

based on the literature review of the training standard for flight attendants, the

previous studies, and the needs analysis. This phase will determine the next phase.

Graves (2000, 94) adds that “Objectives should be more specific than

goals.” Therefore, the learning objectives should be simple and achievable. The

goals of learning English for the flight attendant candidates are to be able to

communicate in English fluently and succeed in the English tests and job

interview.

The next phase is Develop Assessment Instruments. According to Dick and

Carey (2009, 6), “based on the instructional analysis, you develop assessments

that are parallel to and measure the learners’ ability to perform what you described

in the objectives.” In this phase, the instructional designer develops criterion for

the assessments. Dick and Carey (2009, 7) add that “the range of possible

assessments for judging learners’ achievement of critical skills across time

includes objective tests, live performances, measures of attitude formation, and

portfolios that are collections of objectives and alternatives assessments.”

In Develop Instructional Strategy phase, the researcher develops

instructional strategy to achieve the goal of the learning. According to Dick and

Carey (2009, 7), “the strategy will emphasize components to foster student

learning.” The strategy includes the method and activities the students will have.

Moreover, Dick and Carey (2009, 7) argue that “the strategy will be based on

current theories of learning and results of learning research, the characteristics of

the media that will be used to engage learners, content to be taught, and the

characteristics of the learners who will participate in the instruction.”


23

The strategy is based on the theories of the researcher has reviewed. The theories

are about the Instructional Design Model, flight attendants’ job, English for

specific purposes, English textbook evaluation, and the Four Strands. The

characteristics of the media will be based on the theories which are functional,

authentic, and provide various activities to enhance the students’ proficiency and

confidence.

The next phase is Develop and Select Instructional Materials. Dick and

Carey (2009, 7) say that “in this step, you use your instructional strategy to

produce the instruction.” Instructional materials include all forms of instruction

such as instructor’s guides, student reading lists, PowerPoint presentations, case

studies, videos, podcasts, and web pages for distance learning. This step is similar

with the second and third phases of ADDIE Model.

After developing and selecting the instructional materials, the next phase is

Design and Conduct Formative Evaluation of Instruction. This phase is similar

with the last phase of the ADDIE Model which is Evaluation. According to Dick

and Carey (2009, 7), this type of evaluation is called formative because its

purpose is to help create and improve instructional processes and products.” The

goal of designing and conducting this phase is to design formative evaluation and

improve the instruction. The formative evaluation is designed in the forms of

practices the students will have. The instruments of the tests or evaluation are not

included in the course book.

Next phase is similar with Evaluation phase in ADDIE Model, Revise

Instruction. This phase enables the instructional designer to revise the instruction

based on the previous evaluation. Dick and Carey (2009, 7) argue that “data from


24

the formative evaluation are summarized and interpreted to identify difficulties

experienced by learners in achieving the objectives and to relate these difficulties

to specific deficiencies in the instruction.” The revised instruction is then

evaluated in the next phase.

The last phase of Dick and Carey Model is Design and Conduct Summative

Evaluation to design and conduct summative evaluation. This phase is included in

the last phase of ADDIE Model which is Evaluation. In this phase, Dick and

Carey (2009, 8) say that “it is an evaluation of the absolute or relative value of the

instruction and occurs only after the instruction has been formatively evaluated

and sufficiently revise to meet the standards of the designer.”

According to Moss (2009, 6), “the model focuses on the interrelationship

between context, content, learning and instruction, and addresses instruction as an

entire system.” Dick and Carey model is considered as a good instructional design

model. According to Dick and Carey (2009, 8), “the system approach is a

powerful tool for planning successful standards-based education because of the

tight alignment among learning outcomes, students characteristics, instructional

activities, and assessments.”

Regarding the review of Dick and Carey Model, there are ten phases in

designing and developing a course. The phases are actually included in each step

of ADDIE Model. The goals of each phase are similar with the goals of each step

in ADDIE Model. ADDIE Model has simpler phases but it has included many

more aspects. Based on the review between ADDIE model and Dick and Carey

model, the researcher considers ADDIE model as a flexible and simple model to

be implemented in designing and developing the English course book. According


25

to Moss (2009, 2), ADDIE model “serves as a flexible and dynamic guideline for

planning instruction and training.” In the ADDIE model, each step has clear goal

and outcome which make the process systematic. In contrast with the Dick and

Carey Model and the Kemp Model, ADDIE model has fewer phases than the

others but it has been completed and covers many aspects of designing and

developing a course. According to Rogers (2002, 200), “at the same time, it is

more flexible, makes more use of the content and context of the subject matter,

and is more customer and learner focused.”

2. Flight Attendant’s Job

In this research, flight attendant’s job is limited to the jobs which deal with

passengers and job interview only. The other jobs are briefing with other crews,

getting to know the communication systems, lighting systems, water and waste

systems, and electronic devices. This section of Theoretical Review focuses more

on the jobs dealing with passengers that the flight attendants will handle. More

specifically, the jobs are dealing with servicing passengers using English.

According to an article entitled What does a flight attendant do?, “a flight

attendant is someone whose primary duty is to ensure the safety and comfort of

passengers during an airline flight.” Flight attendant is a person who works in a

plane, handles the passengers’ need and is also responsible for the passengers’

safety. According to the article, “almost all of the flight attendant's duties are

safety-related, though customer service is also important.” In general, before

taking off from the airport, the flight attendant checks the ticket, give safety flight

instructions, and fulfill the passengers’ need in the plane. Further descriptions of


26

the jobs based on the article What does a flight attendant do? are described as

follows:

Flight attendants are also responsible for briefing the passengers on safety

standards specific to the aircraft in a safety demonstration. Passengers are

made aware of how to locate their nearest emergency exit, how to properly

buckle their safety belts, what to do in the event of turbulence, how to operate

safety vests or flotation devices, and how to use the drop-down oxygen

masks. In some cases, passengers will watch a short video covering this

information while the flight attendant monitors their behavior. After the

safety demonstration, attendants secure the cabin, making sure electronic

devices and cell phones are turned off, carry-on are stowed correctly, seats

are in an upright position, and tray tables are stowed. The entire procedure,

from boarding to takeoff, is known as pre take off service.

Regarding all of the jobs of flight attendants in the airplane and the office,

they need to learn English in order to be a good flight attendant who will deal with

foreign passengers and international industry. Therefore, in this research, the

researcher designs an English course book to prepare them dealing the real

working experiences. Before designing the English course book, the researcher

reviews previous related studies. A previous research related to designing an

English course book for flight attendant schools is done by Dibakanaka and

Hiranburana in 2012. The research is entitled “Developing an e-learning

competency-based English course for chief flight attendants.” In this research,

Dibanaka and Hiranburana elaborate flight attendant’s jobs. According to

Dibanaka and Hiranburana (2012, 1), “CFAs and their flight attendant team

ensure the emergency and safety of the aircraft, as well as the in-flight service

delivery to their passengers.” CFA is an acronym of Chief Flight Attendants,

whose job is to manage the flight attendants. Dibanaka and Hiranburana (2012, 1)

add that “studies have concluded that the assertive flight attendants are essential

for the rapid evacuation of aircraft.” The research shows that the job of a flight


27

attendant is absolutely important. According to English for Crew (2011) as cited

in Dibanaka and Hiranburana (2012, 1), “in U.S.A., the National Transportation

Safety Board (NTSB) and other aviation authorities view flight attendants are

essential for passenger’s safety.” Flight attendants are responsible for delivering

the message to the passengers. Meanwhile, Beech (1990) as cited in Dibanaka and

Hiranburana (2012, 1) says that

CFAs do not only get the information through or deliver the message across,

but they should also be able to show politeness, professionalism,

respectfulness, and leadership, able to communicate with excellent listening

and problem solving skills, to understand and to deal with

customers/situations diplomatically, equipped with a high level of service

orientation, strong communicative skills, autonomy, flexibility and

dedication.

Flight attendants’ jobs are essential. The jobs deal with passengers’ safety and

satisfaction of the service at the plane. The flight attendants might meet foreign

passengers for national and international flight. Therefore, a good mastery in

speaking English must be achieved. Aiguo (2007) as cited in Dibanaka and

Hiranburana (2012, 1) argue that “a good command of English language will

enable them to communicate with their counterparts around the world and serve

their customers better on work-related issues.” Another research has done by

Kongsuriyanawin (2011, 1) who investigates the attitude of Thai flight attendants

towards communication strategies used when speaking English. He argues that

“flight attendants are recognized as front-line employees who are one of the major

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

communicative competence is strongly required in the FA career.”

The jobs of flight attendant are listed clearly in a book entitled Flight

Attendant Training Standard by Commercial and Business Aviation, Department


28

of Transport Canada. In this book, the list of jobs for flight attendants is presented

as a guide for the trainees before working as flight attendants. This training

standard “outlines the minimum requirements for compliance with the regulations

respecting the use of aircraft in airline operations, and contains three components;

Training Syllabus, Program Content, Schedule A – Aircraft Exit Compatibility

Groups.” The program itself focuses on Initial Training, Annual Training, and

Requalification Training. The Initial Training “reflects minimum criteria and is

intended to ensure that each trainee is provided with the knowledge necessary to

fulfill the responsibilities and duties assigned in the interest of safety.” Like the

other initial trainings in other companies, the goal is to prepare the trainees with

minimum criteria of the competence to achieve. The Annual Training is “designed

to focus more upon the verification of the crew member’s knowledge and skills

than upon instruction.” Requalification training is “designed to ensure that the

trainee, who is returning to work following an absence during which

qualifications lapsed, receives sufficient instruction to enable qualifications to be

regained by successful completion of annual training.” The main discussion that

the researcher looks for is the list of the jobs which deal with the passengers. The

book provides complete jobs that the trainees should understand and practice. In

this case, the researcher lists the jobs which directly deal with the passengers only.

The first topic from the book is Aviation Terminology. In this section of the

program “the trainee will be able to define aviation terminologies common to the

air operator and be able to use them in the appropriate context.” In the designed

course book, the students need to know the terminology used in the air operator or


29

airlines industry. The students will increase their vocabulary mastery on the

aviation terminology.

The second topic is Passenger Briefing. The trainee should accomplish the

goal of the course which is to “identify the content of the mandatory

announcements and when they must be performed.” They should learn how to

give the announcements properly.

The announcements consist of information about cabin baggage, pre-flight

safety announcement/demonstration, after take-off, enroute turbulence, pre-

landing, after landing, and special attention passenger individual pre-flight

briefing. In dealing with the research, the students will learn how to give

announcement.

The third topic is about Safety Checks. The training objective of safety

checks is that “the trainee will be able to identify the importance of cabin and

passenger safety checks and will define what is meant by the aircraft minimum

equipment list.” The subject is dealing with the aircraft minimum equipment.

However, in the designed course book, asking for permission is more suitable

with the students’ job to check the passengers’ safety.

Based on the book, Turbulence, Oxygen Administration, Fire Fighting, and

Evacuations are separated. In accordance with the research, the topics could be

placed in one unit as giving safety instructions in each situation. The discussions

on the book are more technical on the use of its system. Regarding the English

learning, it will focus more on the expressions and vocabularies used in safety

instructions.


30

Garuda Indonesia also provides a syllabus from the Flight Attendant

Training Department. The syllabus consists of five main trainings. The syllabus is

shown as follows:

Table 2.1 Garuda Indonesia Flight Attendant Training Program (p. 192)

Training Program/Content

Regular F/A Safety Training Syllabus

- Zero Hour F/A Safety Training

- Transition/AC Type Safety Training

- Differences Safety Training

- Recurrent F/A Safety Training

- Re-qualification F/A Safety Training

- Cabin Management Safety Training

Regular F/A Service Training Syllabus

- Zero hour F/A Service Training

- Transition/AC Type Service Training

- Service Recurrent Training

- Re-qualification F/A Service Training

- Cabin Management Service Training

Hajj F/A Hajj Safety Training Syllabus

- Zero Hour Hajj F/A Safety Training

- Initial New Hire Hajj F/A Safety

Training

- Re current Hajj F/A Safety Training

- Re-qualification Hajj F/A Safety

Training

Hajj F/A Service Training Syllabus

- Zero Hour Hajj F/A Service Training

- Initial New Hire Hajj F/A Service

Training

- Re current Hajj F/A Service Training

- Re-qualification Hajj F/A Service

Training

Special Training Program

- Initial New Hire F/A Safety Training

- Initial New Hire F/A Service Training

- Initial Zero Hour Native F/A Safety Training

- Initial Zero Hour Native F/A Service Training

- VVIP SEP Training

- VVIP Service Training

In this research, the researcher describes flight attendant’s jobs as an

important job such as handling the passengers’ needs, ensuring the passengers’

safety, receiving and delivering the message. The jobs require the flight attendant

to work professionally. In order to handle the jobs with foreign passengers, having

a good speaking in English is highly needed. Based on the review on related

studies, book, and articles, the suggested topics are divided into four categories;

pre-take-off service, in-flight service, pre-landing service, and getting ready to

work. The topics are adjusted and modified based on the needs in learning English


31

for the flight attendants. For pre-take-off service, the topics are greeting,

introduction, asking for and giving information about willingness to do something

(asking for permission to make sure electronic devices and cell phones are turned

off, carry-on are stowed correctly, seats are in an upright position, and tray tables

are stowed) and safety flight demonstrations (the passengers are made aware of

how to locate their nearest emergency exit, how to properly buckle their safety

belts, what to do in the event of turbulence, how to operate safety vests or

flotation devices, and how to use the drop-down oxygen masks). For in-flight

service, there will be asking for and offering help, and announcement; the flight

attendant will give announcement on certain situations as turbulence, oxygen

administration, fire fighting, and evacuations. For pre-landing service, the topics

are dealing with time and price, and giving direction. The additional topics to

learn are aviation terminology, and job interview which will be included in the

getting ready to work category.

3. English for Specific Purposes

The needs to learn English for specific fields are growing. According to

Anthony (2008, 1), “from the early 1960's, English for Specific Purposes (ESP)

has grown to become one of the most prominent areas of EFL teaching today.” In

accordance with the needs of learning specific skills in English, flight attendant

schools provide a program for the students to improve their English. The needs,

the goals of learning, and the instructional materials are specific which will be the

base of the approach. Therefore, reviewing the theory of English for specific


32

purposes is needed and herein the researcher provides two aspects to describe; the

nature of ESP and needs analysis.

a. The Nature of ESP

Long (2005) as cited in Belcher (2009, 1) suggests that “ideally, English, or

any language, is taught with specific purposes explicitly in mind.” The students

will focus on what they need to learn based on where and how they will use it for

their future jobs. Nowadays, the teachers in schools provide too much input of

English learning so that the students might not meet the goals of learning. Long

(2005) as cited in Belcher (2009, 1) argues that:

general (language for no purpose) courses at any proficiency level almost

always teach too much, e.g., vocabulary, skills, registers or styles some

learners do not need, and too little, e.g., omitting lexis and genres that they

do. Instead of a one-size-fits-all approach, it is more defensible to view every

course as involving specific purposes.

Therefore, formulating specific and functional goals is essential for the teachers,

course designer, and the stakeholders in order to have effective English learning.

In that case, the students will also have more authentic and functional

instructional materials. Regarding the needs of having authentic materials and

functional learning, the researcher reviews the theory of ESP since the designed

English course book is based on specific needs and skills of the students.

Dudley-Evans (1997) as cited in Anthony (2008, 2) argues that “ESP is

defined to meet specific needs of the learners.” Specific needs are achieved

through specific instructions. Dudley-Evans (1997) as cited in Anthony (2008, 2)

adds that “ESP is centered on the language appropriate to these activities in terms

of grammar, lexis, register, study skills, discourse and genre.” Day and

Krzanowski (2011, 5) add that “the P in ESP is always a professional purpose – a


33

set of skills that learners currently need in their work or will need in their

professional careers.” Similarly, ESP focuses on the specific skills to be achieved

by the students. In addition to the definitions of ESP, Dudley-Evans (1997) as

cited in Anthony (2008) lists five variable characteristics of ESP as follows:

Variable Characteristics

1. ESP may be related to or designed for specific disciplines

2. ESP may use, in specific teaching situations, a different methodology from

that of General English

3. ESP is likely to be designed for adult learners, either at a tertiary level

institution or in a professional work situation. It could, however, be for

learners at secondary school level

4. ESP is generally designed for intermediate or advanced students.

5. Most ESP courses assume some basic knowledge of the language systems

From the definitions, the researcher argues that ESP is not merely about a specific

discipline. According to Anthony (2008, 2), “ESP can but is not necessarily

concerned with a specific discipline, nor does it have to be aimed at a certain age

group or ability range. ESP should be seen simple as an 'approach' to teaching, or

what Dudley-Evans describes as an 'attitude of mind.” Moreover, Dibakanaka &

Hiranburana (2012, 2) argue that “the revised variable characteristic is that ESP is

not completely in contrast with General English (Dudley-Evans and St. John,

1998: 4-5). Besides, what has been added to ESP variable characteristics is the

level of learners.” Another definition of ESP comes from Hutchinson and Waters

(1987) as cited in Dibakanaka & Hiranburana (2012). They propose a broader

definition of ESP as “an approach to language teaching in which all decisions as

to the content and method are based on the learner’s reason for learning.” ESP is

not the product of the English course book for flight attendant school, but the

approach itself. Hutchinson and Waters (1987) as cited in Dibakanaka &

Hiranburana (2012, 2) add that “ESP is not a particular kind of language or a


34

language methodology, or does it consists of a particular type of teaching

material.”

Teachers might get confused of defining ESP and General English. Knight,

Lomperis, Naerssen, and Westerfield (2010, 6) argue that General English is

taught “for those who may be literate in native language but not in English with

coping skills as shopping, housing, travel/transportation, healthcare, and

schooling.” General English is usually taught to those who are not familiar with

English yet. The students learn English from basic to be fluent in speaking,

accurate in grammar, good in listening, writing, and reading skills. ESP has two

branches; English for Academic Purposes (EAP) and English for Occupational

Purposes (EOP). According to Knight et al (2010, 6), the students study EAP to

“enter professions, focusing on the language of academic performance in specific

discourse communities (and sometimes preparing for near-future identified

workplace needs.)” EAP is taken by the people who will enter certain professions

in many fields such as business, engineering, medicine, and law. The focus is on

the academic performance. While EOP is “learned in industry sectors, focusing on

the language of job performance (or preparing for identified employment

opportunities).” The fields of EOP are industry sectors, government, United

Nations, and NGOs. An additional information from Day and Krzanowski (2011,

7) makes the understanding about General English and ESP clearer. They argue

that:

for teachers of General English, a key question is finding materials and

methodologies which are effective for a particular class (e.g. ‘Is the approach

or method I’m using appropriate for learners of this age, culture, level, first

language(s) etc.’?). This question is also relevant to ESP but one other factor

should also be considered: subject specific knowledge (of legal procedures,

of engineering methods, of software programming etc.).


35

In short, the difference between ESP and General English is the needs of learning

specific knowledge. In this research, the researcher defines ESP as an approach to

design specific instructions which focus on the linguistic descriptions (grammar,

lexis, and register), skills, discourse and genres analysis for flight attendant school

in order to meet the specific needs.

b. Needs Analysis

In handling ESP class, a teacher has to conduct a needs analysis before

beginning the class. Since the skills and needs are specific, which the teacher

might not really master on that, needs analysis is essential to conduct. Day and

Krzanowski (2011, 7) argue that in handling ESP class, ”the first thing to do is to

carry out a needs analysis (sometimes known as a skills audit). If a needs analysis

for each and every learner is conducted well, then the chances of delivering a

quality ESP course that will satisfy its participants are very high.”

Holden (2015, 4) defines needs as the knowledge gap between what the

learner knows and what the learner should know, which drives the requirement for

instruction/training intervention to “bridge” the gap. Needs analysis can be done

by interviewing the teachers and the students or by distributing questionnaires to

them. Therefore, a list of questions is needed to gain the needs. Knight et al (2010,

9-10) list several of questions to analyze the students’ needs. The questions are

listed as follows:

who the learners are, their educational background, their age, qualifications,

their experience, their skills, whether they have different levels of ability and

performance in speaking, writing, reading, listening, and their learning styles.

Another question is asking about the impact on the process of learning and

teaching.


36

In addition to the list of the questions, the researcher reviews the theory of

needs assessment by Graves (2000, 98) who states that “needs assessment is a

systematic and ongoing process of gathering information about students’ needs

and preferences, interpreting the information, and then making course decision

based on the interpretation in order to meet the needs.” Graves (2000, 98) argues

that doing needs assessment may consider this following information:

Table 2.2 Types of Information that can be Gathered when Assessing Needs

No. The Present No. The Future

1 Who the learners are 1 The learners’ (or others involved)

goals and expectations

2 The learners’ level of language

proficiency

2 The target contexts: situations, roles,

topics, and content

3 The learners’ level of intercultural

competence

3 Types of communication skills they

will need and tasks they will

perform

4 Their interests 4 Language modalities they will use

5 Their learning preferences

6 Their attitudes

Information about who the learners are is helpful to know the learners’ age,

gender, educational background, profession, nationality, and the language they

speak. Information about the learners’ level of language proficiency covers the

information about the learners’ ability in speaking, writing, reading, and listening,

their grammar and vocabulary mastery, and pronunciation skills. According to

Graves (2000, 103), “this information can help to make choices about the kinds of

texts to use, which skills to develop, which elements of grammar to emphasize

and so on.” The learners’ level of intercultural competence is asked to “make

choices about the kind of material to use, and the sociolinguistic and sociocultural

skills to develop and emphasize.” The information about the learners; interest

cover the information about the topics, personal and professional experience they


37

bring. It can “help teachers to gear the course toward students’ experience and

interests.” The next information is about the learners’ learning preferences and

attitudes which will help the researcher to the learners’ interest of learning

method, activity, and strategy. The learners’ attitude is asked to know their

“confidence using the target language, and whether they are comfortable with

making mistakes, and feel positive about being in the classroom or not.” The

information about the future is asking about the learners’ needs to learn and the

improvement of the learning materials and strategy.

In this research, needs analysis is defined as the process of analyzing the

information about students’ needs and preferences, interpreting the information,

and then making course decision based on the interpretation in order to meet the

needs. The analysis is done by collecting information through the literature review

and confirming the information through an interview to the experienced people in

airlines industry. The researcher gets the needs without distributing the

questionnaires. Graves (2000, 114), says that “questionnaires are an obvious

choice for needs assessment, but not always the most effective, depending on

when they are given and how well the learners understand the kind of information

that is sought.” Moreover, the needs are already obtained by the literature review

and the interview. The needs of English learning are not based on the students

wants because it should be based on the requirements and conditions in the

airlines industry.


38

4. English Course Book Evaluation

English teachers can save their time and energy when teaching by having

various English learning materials. Nowadays, English learning materials are

already provided by the government and schools to be applied in the teaching and

learning process. Moreover, English learning materials are provided freely in the

internet where the teachers can browse and download everywhere and every time.

In fact, English teachers do encounter some problems deal with the students’

achievement. The problems are caused by the ineffective learning, insufficient

exercises, and inappropriate testing system. One of the indicators of the problem

is the ineffective learning materials. The ineffective learning materials are

designed without any consideration on the real and perceived needs of the

students. Different classes with different characters of the students do matter in

choosing the suitable materials.

The effective English learning materials will produce effective and efficient

teaching and learning process. In order to be effective and efficient, English

learning materials should be designed based on a research, teachers’ experience,

and the real situation in the target situation. The English teachers have more

experience in teaching and know the real situation in the class. According to

Graves (2000, 4), “a reflective teacher will take part in curriculum development

and be involved in school change effort, and take responsibility for his or her own

professional development.” Therefore, the English teachers should take part in

designing and developing the English learning materials.

In this research, the English materials are in the form of a course book.

English course book is still needed and considered as an essential guidance for


39

teachers and students in learning English. According to Betsy Parrish (2004, 227)

as cited in Weddel (2009, 3), the benefits of using a textbook are:

assuring a measure of structure, consistency, and logical progression in a

class, minimizing preparation time for teachers, and allowing learners to

review material or preview other lessons. A textbook can help the students to

meet their needs or expectations of something concrete to work from and take

home for further study. Moreover, it provides novice teachers with guidance

in course and activity design.

The English teachers still need good English textbooks although various online

materials are already provided. In this research, the English textbook for flight

attendant schools is designed to meet the real needs of English learning based on

the jobs, the characteristics of the students, and the instructional systems.

Regarding a good quality of English textbook, an effective English textbook

should meet the criteria of a good English textbook. Therefore, an evaluation

should be conducted to determine the worth, strength, validity, and practicality of

the textbook. Harris (1968) as cited in Gokhan (2015, 106) identifies evaluation as

“a systematic process to and determine the worth, strength, sufficiency or allure of

something with respect to specific criteria and goals.” In order to evaluate the

program, the researcher reviews some theories of English textbook evaluation.

a. Criteria of Good Materials by Graves (2000)

Kathleen Graves is the author of a book entitled “Designing Language

Course: A Guide for Teachers. In this book, the process of designing language

course is described in details. The process starts from articulating the belief until

the evaluation of the course. Each process is elaborated clearly so that the

teachers can apply the theory easily in designing language course. The last phase

in ADDIE Model which is Evaluation is also provided in Graves’ book. The


40

evaluation focuses on the activities, considerations for developing materials, and

evaluation the course itself.

Instructional materials cover the instructions which are formed in the

activities. The activities are made based on the goals and objectives. Graves

(2000, 76), “Through objectives, a goal is broken down into learnable and

teachable units.” In order to make teachable and learnable units, the goals and

objectives should be clear and interrelated. Graves adds that “for this reason, the

objective must relate to the goal.” The activities in a language course should meet

the fifteen criteria suggested by Graves (2000, 152-155). The first criterion of

good activities is that “activities should draw on what students know (their

experience, their current situations) and be relevant to them.” This kind of activity

is usually applied in the beginning of the materials. The aim of giving this activity

is to draw on what they have known before moving to the new knowledge they

will acquire. Giving this activity will also engage the students’ interest. The

second criterion is that “activities should focus on students’ outside of class needs,

if appropriate, so that the needs can be met.” The aim of giving this kind of

activity is to make relevant to their target needs. The next criterion is that

“activities should build students’ confidence.” The activities should make relevant

to the students’ affective needs. The teachers can sequence the activities so they

provide enough practice. The fourth criterion is that “activities should allow

students to problem solve, discover, analyze.” When the students participate to

give their comments, opinion, and suggestion towards the given topics, the

students will be engaged by using the target language. “Activities should help

students develop specific skills and strategies, so that they can transfer skills to


41

other learning situations.” This fifth criterion of good activities requires the

teacher to provide effective learning which focuses on the skills needed by the

students. In this case, the students need to improve their speaking skill as the main

skill to work in airlines industry. The sixth criterion is that “activities should help

students develop specific language and skills they need for authentic

communication.” Therefore, the students can practice more on the needed

vocabularies, grammar, functions, and pronunciation. The seventh criterion

requires the teachers to provide “activities which are integrated the four skills of

speaking, listening, reading, and writing because the four skills mutually reinforce

each other.” Subsequently, “activities should justify how a text is constructed so

that students can gain access to similar text.” In learning a language, the students

should be provided with authentic texts in order to engage their interest and be

suitable with their future jobs. The ninth criterion of good activities deals with

“the cultural context and cultural differences so the students can have more

confidence in target culture and understand own culture better. “Activities should

also enable students to develop social awareness so they can navigate systems in

target culture, and be as authentic as possible so that students see relationship with

real language use, so that students gain experience with real language use.” Then,

“the students are required to develop critical social awareness in their working

environment later.” The twelfth criterion shows that “activities should vary the

roles and groupings within the class: so that students get different types of

practice and responsibilities, with respect to social context: so that students

experience/analyze different social roles.” This kind of activity aims to build the

students’ responsibility in many different situations. The thirteenth criterion is


42

almost similar with the prior criterion which is “activities should be of various

types and purposes, to provide adequate practice.” The aim of having this kind of

activity is to enable the students to be more advanced in the target language. The

next two criteria show that “activities should use authentic texts or realia when

possible so that students are familiar with/have access to language as used in real

world and “should employ a variety of materials, to engage students, to meet

different learning needs.” Those criteria are simply described in figure 2.4 as

follows:

Learners

1. Make relevant to their experience and background

2. Make relevant to their target needs (outside of class)

3. Make relevant to their affective needs

Learning

4. Engage in discovery, problem solving, analysis

5. Develop specific skills and strategies

Language

6. Target relevant aspects (grammar, functions, vocabulary)

7. Integrate four skills of speaking, listening, reading, and

writing

8. Use/understand authentic texts

Social context

9. Provide intercultural focus

10. Develop critical social awareness

Activity/Task types

11. Aim for authentic tasks

12. Vary roles and groupings

13. Vary activities and purposes

Materials

14. Authentic (texts, realia)

15. Varied (print, visuals, audio).

Figure 2.4 A List of Considerations for Developing Materials (Graves, 2000)

The criteria of the evaluation proposed by Graves (2000) are seeking for

good materials. Good materials can be evaluated from its goals and objectives.

The goals and objectives should be realistic, appropriate, and achievable. The

course content should cover the students’ needs, be in the right level, be


43

comprehensive, and be focused enough. The evaluation can also justify the

course. The course should be well-organized. It should flow from unit to unit and

within units. Graves (2000, 155) argues that “the materials and the method should

be in the right level, engaging, and relevant.” The students should have enough

opportunities to learn what they need to. The students should also be comfortable

with their roles and the teachers’ role. Regarding the assessment plan, the students

should understand how they will be assessed and why they need to be assessed.

The assessment activities should assess what has been learned by the students.

The assessment should also be timely and measure the students’ progress and

achievement. For the course evaluation plan, it should cover the students’

understanding on how the course is being evaluated and their role. The evaluation

should justify whether the students understand the purpose or the course, the

effective formative evaluation, and the course’ effectiveness in providing useful

information.

In this research, the evaluation criteria proposed by Graves (2000) will be

used to formulate the questions in the Expert Validation and User Validation

phases. The questions are chosen and randomly written in the questionnaires

based on the aspects designed by the researcher. In short, the theory of evaluation

by Graves (2000) is adapted to the Evaluation phase.

b. Kirkpatrick’s Four Levels of Evaluation

Evaluation of the program should be conducted to prove that the program is

valid, practical, and reliable. According to Gokhan (2015, 106), “being

purposeful, systematic and carefully implemented, evaluation is a continuous


44

process and it is performed as the very basic part of the program activities to

attain data to conclude if there is a need to make changes or eliminations, or

accept something in it.” Evaluation aims to make sure that the program needs to

be changed or improved based on the criteria. Gill and Sharma (2013) as cited in

Gokhan (2015, 106) say that “Kirkpatrick’s four level evaluation model is

extensively employed to evaluate the effectiveness of educational programs.” As

suggested by Holden (2015), the researcher uses Kirkpatrick’s Four Levels of

evaluation to evaluate the designed English course book for flight attendant

schools. Gokhan (2015, 106) argues that the evaluation form proposed by

Kirkpatrick (1994) is “one of the mostly employed models by the program

evaluators.” Many program evaluators including teachers use Kirkpatrick’s Four

Level of evaluation to validate the program or the course book designed by the

researcher.

According to Holden (2015, 13), “the four levels of evaluation were

developed by Donald Kirkpatrick (1994) where each successive evaluation level

is built on information provided by the lower level.” The good criteria of the

English course book are determined by the first until the fourth level of evaluation

proposed by Kirkpatrick. The four levels of the evaluation are shown as follows:

Figure 2.5 Kirkpatrick’s Four Levels of Evaluation


45

Reaction, as the first level of Kirkpatrick’s evaluation, “assesses students’

initial reactions to a course, per se, what did the students think of the training

program and measure students’ satisfaction with a course.” It allows the

researcher to measure if the students feel they are learning and satisfied with the

training. Reaction level asks “if the students like the English course book and the

relevance of the course book to their job.” The types of reactions include

affective, utility, instructor, course delivery, and technology reactions.

Affective Reactions deal with the students’ preference and satisfaction of

using the English course book. Utility Reactions items assess students’

perceptions the information and skills taught were useful and job relevant.

Instructor reactions deal with satisfaction with instructor assesses the students’

perceptions of the instructor’s contributions to learning. Course Delivery

Reactions justify the satisfaction with delivery assesses students’ perceptions the

material was presented in an organized and coherent manner. While Technology

Reactions deal with the satisfaction with technology assesses students’

perceptions the course technology was easy to use and facilitated learning.

The second level is Learning. Kirkpatrick (1994) as cited in Holden (2015,

15) says that “assessing at this level moves the evaluation beyond learner

satisfaction and assesses if the student has advanced in skills, knowledge, or

attitude (SKA).” This level of evaluation evaluates the students’ competences

toward the learning program provided in the English course book. “Basically, it

assesses the amount of information the students learned.” This level assessed the

students’ achievements after acquiring the knowledge from the designed English


46

course book. In measuring the competences, there are three types of learning

outcomes proposed by Kirkpatrick: Cognitive, Skill-based, and Affective

Outcomes. Cognitive Outcomes “include the acquisition of declarative

knowledge—the facts and principles presented in the course.” The Cognitive

Outcomes refer to the students’ knowledge toward the target language. Skill-

based Outcomes refer to “outcomes involve the development of technical or

motor skills.” Skill-based Outcomes “indicate the students’ ability to perform the

skills demonstrated in the course.” The skills employed in the learning are

speaking, writing, listening, reading, and other elements of English language. The

criteria of evaluation for the students’ skills are the “speed, accuracy, and

technique.” The criteria are dealing with delivery of the learning. The Affective

Outcomes “include changes in trainees’ attitudes and motivation levels.” The

criteria of evaluation for the Affective Outcomes are the students’ “organizational

commitment, tolerance for diversity, and self-efficacy.” In addition to the

Affective Outcomes, the outcome deal with the students’ confidence during and

after the learning is applied.

The third level is Transfer. According to Kirkpatrick (1994) as cited in

Holden (2015, 16), “a behavioral outcomes indicate if the material presented in

training is successfully transferred to the workplace.” This level evaluates the

teachers’ delivery of knowledge, skills, and attitude in class. “This level measures

the transfer that has occurred in learners' behavior due to the training program.”

This level evaluates the students’ competence in everyday environment or at

work.


47

The fourth level, Impact assesses the results from training allows an

organization to examine the impact of training on organizational objectives. This

level of the evaluation determines if the English course book should be changed

or improved. In other word, this level is also called as Result.

5. The Four Strands

Learning a language involves several activities which includes the four

skills in English such as listening, speaking, reading, and writing. Those skills

should be integrated properly to have balance opportunities for learning. When the

students have balance learning of the four skills, and the skills are taught in

sequenced ways, the students will learn effectively. Paul Nation from Victoria

University of Wellington proposes the four strands, the long sets of learning

conditions throughout the whole course of learning. The four strands are the sets

of appropriate balanced opportunities for learning. In short, each skill deserves

equal attention as they are unique.

The basis of the four strands is time-on-task principle when learning

involves doing something (learning by doing). The basic idea of the four strands is

the more time the students spend doing something, the better they are likely to be

at doing it. But, it does not mean that quantity matters more than quality.

Therefore, the students will have more sequenced activities which require them to

learn the language well.

Nation (2007, 1) classifies the activities in language learning by having the

four strands of language course, which are Meaning-Focused Input, Meaning-

Focused Output, Language-focused Learning, and Fluency Development.


48

Meaning-Focused Input means learning through listening and reading and is

called as receptive language use. Meaning-Focused Output which is productive

language use, refers to learning through speaking and writing. The next strand is

Language-focused Learning which is called as form-focused instruction and refers

to deliberate learning of language features like spelling, pronunciation, grammar

and vocabulary. Fluency Development strand involves four skills in English

language learning which are listening, speaking, reading, and writing.

The first strand is Meaning-Focused Input. Nation (2007, 2) says that “in

this strand which is meaning-focused input, students focus is on understanding

and obtaining knowledge from what they are listening to and reading.” The focus

of this strand is gaining knowledge. Therefore, the activities are related to the

receptive language use such as extensive reading, shared reading, listening to

stories, and being a listener in a conversation. Nation (2007, 2) gives limitation

that “meaning-focused input only exists when students are familiar to what they

are listening to and reading, when they like the input and want to understand it,

when they can get knowledge by clue and background knowledge and when the

quantities of input are large.” Consequently, the topic should be familiar to the

learners. Moreover, the students should be interested in the input and should

desire to understand it. The words are also familiar to them or 95-98% of the

words are known by the learners.

This stand is considered as fragile strand since it is dependent on the quality

of reading or listening. The learning should be affected by background knowledge

and needs large quantities of input so that this strand can work well. The unknown


49

language items should be learned through context clues and background

knowledge.

The next strand is Meaning-Focused Output. This strand involves learning

through speaking and writing. The students are required to use the language

productively. Nation (2007, 3) assumes that

this strand can be presented if students write and talk something that is

familiar to them, if students’ main goal is to express their message or

communicative with other, if they can use communication strategies,

dictionary or previous input when they need and if there are sufficient

opportunities to write and speak.

Therefore, the students should write and talk about things which are familiar to

them. The teachers need to focus that the goal of learning in this strand is to

convey message to others which can be done by talking in a conversation, giving

a speech, writing a letter, writing a note, telling a story, or telling someone how to

do something. In this strand, the students have plenty of opportunities to talk and

write.

Language-focused Learning involves the students to be aware of the

language features in English. The students need to apply the language features

appropriately. The language features consist of pronunciation, spelling,

vocabulary, grammar, and discourse. Therefore, the typical activities are

pronunciation practice, use of substitution tables and drills, vocabulary learning

from word cards, intensive reading, translation, memorizing dialogue, getting

feedback, and dictation. Nation (2007, 5) says that,

language-focused learning will succeed when students have conscious

attention to language features, when they should process the language

features deeply and considerate ways, when there should be chance to

provide spaced and repeated attention to the same features, when the features

that students learn should be simple and should not depend on the knowledge


50

that they do not have, and when features in language-focused learning should

also be included in the other three strands frequently.

Consequently, the learning should deliberate attention to language features. The

process or learning the language should be deep and focused. In order to master

the language features well, the learning should be spaced and repeated.

Subsequently, the features should be simple, and presented in previous strands.

The last strand is Fluency Development. Nation (2007, 6) says that “the

fluency strand occurs when students listen to, read, speak, and write things that

are familiar to them, when their focus is on transmitting and receiving message,

when there are some supports to perform faster, and when input and output should

be large.” Therefore, this strand includes four skills in English. The goal of the

learning is becoming fluent in the four skills in English, receiving and conveying

messages. Nation (2007, 6) states that “fluency development strand considers

about transferring and receiving message and engages listening, reading, speaking

and writing.” The students make best use of what they already know from the

previous strands. After learning from the previous strands, the typical activities

such as speed reading, repeated reading, repeated retelling, and timed writing and

listening are done. The students have some pressure to perform at a faster-than-

usual speed. This strand is good to develop students productive skills. Nation

(2007, 6) says that “in fluency development strand, some activities to promote

communication may be used such as speed reading, short writing and listening to

easy story.”

In order to evaluate the activities in the Evaluation phase, the researcher

considers the ten pedagogical principles proposed by Nation (2007). Five out of


51

the ten pedagogical principles will be used in this research. The pedagogical

principles are based on Nation (2007: 9-10). The first pedagogical principle is to

encourage students to create spoken and written output by using communication

activities in variety of circumstances, employing role plays, or matching writing

and speaking tasks to student needs. The second pedagogical principle used in this

research is to offer chances for cooperative communication by doing group work

and getting students to work together on writing and reading. The third

pedagogical principle is to guide students in strategies that will contribute to

language learning by guessing from context, using dictionary, analyzing word part

and learning through word cards. The next principle is to offer Fluency

Development activities in each of the four skills of listening, speaking, reading,

and writing by running a speed reading course, including repeated reading,

providing an extensive reading program, doing 4/3/2 activities, organizing a

regular ten-minute writing program and listening to stories. The last pedagogical

principle is to apply analysis, monitoring and assessment to help in dealing with

students’ language and communication needs. In short, the summary of the four

strands is shown in Figure 2.6.


52

Figure 2.6 Summary of the Four Strands (Nation, 2007).

In conclusion, the four strands of language course are necessary. Since

learning a language needs to integrate the four skills in English, the four strands

are considered important to be applied in the teaching and learning process to get

balance learning. The activities provided in the English course book will also be

based on the four strands.

6. Flight Attendant School

Flight attendant is also well-known as a steward and a stewardess.

According to Kongsuriyanawin (2012), “flight attendant is defined by the Vision

100-Century of Aviation Reauthorization Act published by an anonymous author

(2003, 7) as a trained person who is responsible for looking after the passengers in

the cabin of an airplane.” Flight attendant is a trained person who works in an

aviation industry and responsible for looking after the passengers in any situation.

Language Input

Langugae Output

Language Focus

Fluency Development

reading and listening

spelling,

pronunciation,

grammar, vocabulary

vocabulary

speaking and writing

four skills of English


53

The qualification of a flight attendant is that she/he should be trained before

working in the aviation industry. This qualification is written legally in the

Ministry of Transportation’s Regulation No: PM 28, 2013 about Civil Aviation

Safety Regulations Part 121.447. The Ministry or Transportation sets the rule that

the aviation industry should not employ anyone who has no capacity as a flight

attendant, except that the person (1) has the flight attendant certificate, (2) has

done the training and examination agreed by the aviation industry.

To fulfill the qualification, the flight attendant candidates should pursue the

flight attendant education in a formal and licensed flight attendant school. Based

on an article from www.sekolahpramugari.org, there are eight flight attendant

schools in Yogyakarta. Two of the schools are P3 Nusantara and TOD Jogja. P3

Nusantara is a training center for flight attendant candidates which has been

legalized by Dinas Tenaga Kerja dan Transmigrasi and is located at Jl. Polisi

Istimewa No. 10, Yogyakarta. In this school, the students are prepared to be

professional flight attendants. The students have several materials and activities

related to flight attendants’ job. Besides, the students are provided with Ground

Handling and Ticketing to prepare them serving the passenger. The students will

have a ten-month-training program including ground handling, ticketing, and

tourism, including a five-month program for communicative and interactive

English program. The other flight attendant school is Total Outsource

Development (TOD) Jogja, a training center which provides three training

programs for flight attendant candidates, hospitality, and ground staff. TOD is

located at Jl. HOS Cokroaminoto No. 26 Yogyakarta. Flight attendant training

program is the favorite program in this training center which has competence-


http://www.sekolahpramugari.org/

54

based curriculum. The curriculum consists of 30% theory and 70% practice to

train the trainees in interacting with the customers. TOD has extracurricular to

complete the knowledge and performance of the trainees. The extracurricular

consists of Poise and Grace and Table Manner. The activities are not just set for

the extracurricular, TOD assigns the trainees to have some practices such as

visiting the airport, train station, travel agent, and practicing the online system.

This training center has similarities as P3 Nusantara which has On the Job

Training (OJT) program. The trainees will practice the theory in the aviation

industry for about two months.

Flight attendant school does not only exist in a public formal school

building. The training for flight attendant candidates and also for the employees is

also held in some of the aviation industries. One of the aviation industries which

holds the training is Garuda Indonesia. According to Garuda Indonesia’s profile in

the Annual Report (2012, 12) “Garuda Indonesia has developed comprehensive

training programs for its employees and established a dedicated training facility

named as Garuda Indonesia Training Center, in West Jakarta.” The training

consists of four kinds of training; Airline Business Training, Flight Attendants

Training, Flight Operation Training and Flight Operations Office Training. In

relations to the demands of employing professional flight attendant, Garuda

Indonesia prepares the flight attendants to be reliable and professional cabin crews

with “a scope both in Service and Safety that has been referred to the Civil

Aviation Safety Regulations (CASR) Part 121.”

Flight Attendant Training Department provides five kinds of training which

are Regular Flight Attendant Safety Training, Regular Flight Attendant Service


55

Training, Hajj Flight Attendant Safety Training, Hajj Flight Attendant Service

Training, and Special Training Program. The detailed training syllabus is

described in Table 2.2 Garuda Indonesia Flight Attendant Training Program.

Garuda Indonesia also includes Language Competencies Improvement (LCI) as

one of the four contents in its curriculum for the training program. LCI is an effort

to improve participants’ competence in a foreign language, especially English,

which will equip cabin crews with a strong ability to communicate in a foreign

language. The trainees will be also prepared to have TOEIC tests held by Garuda

Indonesia. For the initial participants, Garuda Indonesia provides extra English

classes to improve their English competence.

B. THEORETICAL FRAMEWORK

Given the review of related theories, the researcher tried to answer the

research questions theoretically using the discussed concepts. The related theories

became the fundamental scientific ideas before designing the English course

book. The model development framework could be seen in the following figure.


56

Figure 2.7 Model Development Framework

In relation to answer the first research question, the schematic model of

designing the English course book for flight attendant schools is based on the

theories of flight attendant’s jobs, English for specific purposes, English course

book evaluation, and the four strands by Paul Nation. The theories will be the

basis of making the needs analysis instrument, determining the content, choosing

the suitable activities, and evaluating the English course book. While the steps of

designing and developing the English course book is based on the phases in

ADDIE model.

Theory of Flight Attendant's Job, ESP, English Textbook Evaluation, and the Four Strands

Schematic Model

Syllabus

Developing the Course Book

Expert Validation

Main Product Revision

Implementation

User Validation

Operational Product Revision

The English Course Book


57

The first theory about the flight attendant’s job helps the researcher to

classify the needs of learning English for the students of flight attendant schools.

Since the needs of learning English in flight attendant schools are already set in

the job description in aviation industry, the researcher focused on the real needs

only. The flight attendants’ jobs are divided into three classifications such as pre-

take-off service, in-flight service, and pre-landing service. The main job of a flight

attendant is dealing with giving service. According to an article entitled What

does a flight attendant do?, the jobs are explained as follows:

Flight attendants are also responsible for briefing the passengers on safety

standards specific to the aircraft in a safety demonstration. Passengers are

made aware of how to locate their nearest emergency exit, how to properly

buckle their safety belts, what to do in the event of turbulence, how to operate

safety vests or flotation devices, and how to use the drop-down oxygen

masks. In some cases, passengers will watch a short video covering this

information while the flight attendant monitors their behavior. After the

safety demonstration, attendants secure the cabin, making sure electronic

devices and cell phones are turned off, carry-on are stowed correctly, seats

are in an upright position, and tray tables are stowed. The entire procedure,

from boarding to takeoff, is known as pre take off service.

In the designed English course book, the flight attendant candidates will also

practice having a job interview. The other topics are selected from a book entitled

Flight Attendant Training Standard by Commercial and Business Aviation,

Department of Transport Canada (2008). There are many topics including

technical system in aviation industry that the trainees should have. In this

research, the topics about aviation terminology, passenger briefing, safety checks,

turbulence, oxygen admiration, fire fighting, and evacuation are chosen based on

the needs of English learning in flight attendant schools. The topics are modified

and classified into four main units; pre-take-off service, in-flight service, pre-

landing service, and getting ready to work. The subjects about job interview and


58

aviation terminology are included in the additional topics for getting ready to

work category. In the pre-take-off service, the students will learn about greeting,

short introduction, and asking for information about willingness to do something

(making sure electronic devices and cell phones are turned off, carry-on are

stowed correctly, seats are in an upright position, and tray tables are stowed) and

giving safety flight demonstrations. In the in-flight service, the students will learn

about asking for and offering help, and giving announcement. Lastly, in the pre-

landing service, the students are assigned to learn about showing direction, telling

time and price. The topics are obtained from the related book and will be

confirmed by interviewing two flight attendants of an aviation industry.

The English course book uses the ESP approach since the goals, processes,

and resources are specific. In relation to the theory of English for Specific

Purposes (ESP), the researcher defines ESP as an instructional system approach in

English learning to meet specific needs of the learners. According to Hutchinson

and Waters (1987) as cited in Dibakanaka & Hiranburana (2012, 2), ESP is “an

approach to language teaching in which all decisions as to the content and method

are based on the learner’s reason for learning.” Moreover, Anthony (2008) argues

that “ESP should be seen simple as an 'approach' to teaching, or what Dudley-

Evans describes as an 'attitude of mind’’.” ESP enables the students to learn the

skills they need in their work. Day and Krzanowski (2011, 5) say that “the P in

ESP is always a professional purpose – a set of skills that learners currently need

in their work or will need in their professional careers.” In this research, the

language learning is included as English for Academic Purposes (EAP) since the

aim is to “enter professions, focusing on the language of academic performance in


59

specific discourse communities (and sometimes preparing for near-future

identified workplace needs)” (Knight et al 2010, 6).

In designing and developing the English course book, the first step is

assessing the students’ needs. Day and Krzanowski (2011, 7) argue that in

handling ESP class, ”the first thing to do is to carry out a needs analysis

(sometimes known as a skills audit).” In this research, the needs are already set by

the schools and the aviation industry. Therefore, the needs are called real needs

obtained from a literature review and interview. The list of the questions is set

based on the theory proposed by Holden (2015) and Graves (2000). The questions

will ask about the present and the future. For the questions in present, the focus is

on who the learners are, the learners’ level of language proficiency, the learners’

level of intercultural competence, their interests, their learning preferences, and

their attitudes. While the questions about the future are about the learners’ goals

and expectations, the target contexts situations, roles, topics, and content, types of

communication skills they will need and tasks they will perform, and language

modalities they will use.

In evaluating the English course book, there are two kinds of evaluation

named expert and user validation. The evaluation for expert validation uses the

theories from Graves (2000) as the main basis. The other theories are employed

from Dudley-Evans (1997), Aiguo (2007), Nation (2007), Dick and Carey (2009),

Moss (2012), and Holden (2015). The user validation questionnaire employs the

theories from Kirkpatrick’s Four Levels of Evaluation, Graves (2000), Dudley-

Evans (1997), Aiguo (2007), Nation (2007), and Dick and Carey (2009) to state

the students’ opinion on the learning objectives, instructions, activities, language


60

features, assessment, and the design itself. Based on the theories from Graves

(2000), there are fifteen criteria to assess the activities (Figure 2.4) and ten criteria

to assess the goals and objectives, the course organization, the materials and

method, the opportunities to learn for the students, the students’ feeling, and the

assessment. The researcher uses fourteen criteria as the fourteenth criteria is

similar with the other criteria shown in Figure 2.4.

The user validation mainly adopts the evaluation criteria by Kirkpatrick

(1994). There are four levels of evaluation where each successive evaluation level

is built on information provided by the lower level (Holden, 2015, 13). The first

level is reaction, which assesses students’ initial reaction to a course. The next

level is learning, which assesses the students’ satisfaction of the learning and if

the students have advanced in skills, knowledge, or attitude. The third level is

transfer, which evaluates the teachers’ delivery of knowledge, skills, and attitude

in class. According to Kirkpatrick (1994) as cited in Holden (2015, 16), “a

behavioral outcomes indicate if the material presented in training is successfully

transferred to the workplace.” Lastly, the fourth level is impact, which assesses

the results from training allows an organization to examine the impact of training

on organizational objectives.

The activities in the English course book are determined by the theory of the

four strands by Paul Nation. The four strands are the long sets of learning

conditions throughout the whole course of learning. The sets of the learning

conditions are made to balance the opportunities for learning the four skills in

English. The first strand is meaning-focused input, which means learning through

listening and reading. The second strand is meaning-focused output, which means


61

learning through productive language use; speaking and writing. The next strand

is language-focused earning which is called as form-focused instruction. This

strand refers to deliberate learning of language features such as spelling,

pronunciation, grammar, and vocabulary. The last strand is fluency development,

which considers about transferring and receiving message and engages listening,

reading, speaking and writing. The four strands of language course is necessary to

design an integrated learning from the four skills. English learning should include

the four skills with balance portion for each skill. In this research, the portion for

listening will be 20%, speaking will be 40%, reading will have 20%, and writing

will have 20%. Speaking skill becomes the main skill to improve since the

students’ job in the airplane will deal with communicative skills.

In relation to instructional design, the phases are based on ADDIE model.

This theory will be mainly used in order to design and develop the course book.

The five phases of ADDIE model are Analysis, Design, Development,

Implementation, and Evaluation. The phases are explained further. The first phase

is Analysis. In this phase, the researcher conducts a need analysis to find the real

needs of the students. This step will produce the needs which could be used to

formulate the learning outcomes or competencies. The second phase is Design. In

this phase, the researcher starts formulating and sequencing the objectives,

choosing the instructional strategy, designing the syllabus, lesson unit plan, and

assessment. The next step is Development where the course book’s content is

organized and developed. The designed course book is then evaluated. This phase

includes the expert validation. The expert validation could be continued by

revising the course book and then it is implemented in the next phase, which is


62

Implementation. The course book is then evaluated by the users or the students.

This step is called as user validation. Based on the feedback from the students, the

course book is revised for the last time. The Evaluation phase is done twice before

and after the course book is implemented. The evaluation is called expert and user

validation.


63

CHAPTER III

METHODOLOGY

This chapter discusses the methodology to answer the two questions

of the research so that the researcher can meet the goals of the research. The

methodology focuses on the techniques and methods applied to answer the

questions of the Research part and the Development part. The discussion involves

the research method, followed by research participants, research instruments,

technique of data collection, data analysis, and research procedure.

A. RESEARCH METHOD

One of the goals of the research is to design an English course book for

flight attendant schools. In order to achieve the goal, a research method named

Research and Development (R&D) was chosen. Research and Development

method was chosen because it was considered as the best research method to

answer the research question due to the rapid growth of media for educational

purpose. According to Borg W. R. & Gall M. D. (1983, 772), “Educational

research and development (R & D) is a process used to develop and validate

educational products.” In this research, the researcher developed and validated

educational product, which was an English course book for flight attendant

schools. The research gives benefits to the schools and the students in improving

their teaching learning process. Furthermore, Borg and Gall (1983, 772) argue that

“R&D is considered as the new method which is promising for school

improvement.” According to Borg & Gall (1983, 771), R&D has two main goals;


64

take the “research knowledge and incorporate it into a product that can be used in

the schools and to bridge the gap that frequently exists between educational

research and educational practice.” In this research, R&D helps the researcher to

acquire the research knowledge to find the schematic model of the research, which

was the basis for the course book.

Borg (1978, 183) suggests the researcher to pay attention to some aspects

when conducting R&D. The first aspect is developing “a detailed chronological

list of all the steps that must be carried out.” When developing this, the researcher

needs to estimate the person-hours of effort which will be required in each step

and support (transportation, phone, etc.) which will be needed. The second aspect

is related with what Borg calls as the two strategies. The researcher may choose to

conduct R&D by implementing the first strategy or the second strategy. The first

strategy is usually conducted by those who have research backgrounds. When

conducting the first strategy, the researcher studies “the variables that had been

found to be related to effective discussion by conducting either a series of classic

single variable experiments or a large scale factorial study in which all of the

discussion variables would be manipulated.” Instructional program is revised

based on the study. Strategies and techniques which contribute the less are

eliminated while strategies which contribute the most are used. The main problem

with this strategy is that it takes much time and “large samples of teachers.”

The second strategy is suggested by Borg because it saves more time. This

strategy is done by combining “all relevant teaching skills that had been found

effective in previous research into our prototype program and then carry out

evaluation of the outcomes brought about by the total program rather than


65

attempting to identify the degree to which each element in the program

contributed to that outcome.”

The third aspect is giving the hypothesis a fair test. A developer should not

develop “weak prototype of the instructional program and test the hypothesis with

this weak prototype.” It is because “it is impossible to determine whether the

negative results that so often follow are because the hypothesis has no merit or

because the treatment is so weak that a fair test of the hypothesis was never

carried out.”

The first aspect proposed by Borg and Gall is about listing the steps needed

in conducting the research, In accordance with the first aspect, the researcher

listed the steps which were used to answer the research questions. For the second

aspect, the researcher focused on the second strategy which saves more time. The

strategy is done by combining some relevant teaching skills that had been

reviewed in Chapter II into the English course book. In designing the English

course book, the researcher used the steps of R&D by Borg and Gall which were

matched up with the ADDIE Instructional Design. There are ten major steps in

R&D steps. Due to some limitation, only seven steps were employed.

1. Research and Information Collecting

The first step of R&D method consisted of product selection and

information collecting. This step is correlated with Analyze step in the ADDIE

Instructional Design model. In this step the researcher used the review of

literature to find out the context and needs analysis. According to Borg and Gall

(1983, 182), “A thorough and thoughtful review of previous work is essential to

adequate planning.” The big picture of the design was then got after doing the


66

literature review. The construct map was then made and presented in the

theoretical framework. However, the previously published research is not enough

to support the material designed in R&D. The previous research and literature

should be cross-checked with real situations. Therefore, the researcher conducted

a survey research by having the interview in order to know the learning’s goals,

the learners’ background and abilities, their language proficiencies, and the

teaching method.

In research and information collecting, the investigation on the curriculum

of the English learning was done through literature review and syllabus checking.

After the researcher got all data about the context and the needs, the general and

specific learning objectives were made. The theoretical framework was used to

get the big picture of which would become the basis for the research. The

information obtained from this step was useful to start the design of the English

course book for flight attendant schools. The next step was stating the objectives

of the product, the topics, and the strategy.

2. Planning

In this step, the researcher needs to define the skills, state objectives,

determining course sequence, and conduct small scale feasibility testing. The

objectives were in line with the curriculum used by the schools. This step is

correlated with the Design step of ADDIE Instructional Design model.

The researcher worked on the framework of the materials. The framework

consisted of the general objective and competence standard of the learning, the


67

topics, the indicators, and the organization of the subject content. This framework

is usually called by syllabus. The skills were already defined from the first step.

3. Developing Preliminary Form of Product

This step is involved in the Development part of ADDIE Instructional

Design model. In this step, the researcher needs to design instructional materials,

handbooks, and evaluation devices. Regarding the two previous steps, the

researcher designed the English course book based on the gathered data, which

were the context, needs, and the syllabus.

The units, topics, and activities are designed. The first draft of the English

course book is then produced. The next step is evaluating the course book to the

experts.

4. Preliminary Field Testing

Preliminary field testing involved the expert validation after the design of

the English course book was done. According to Latif (2007, 5), “in the process of

validation, qualitative data from experts’ validation were collected and used as the

basis of revision of the product being developed.” The evaluation was done by

distributing open-ended/unstructured questionnaires to two lecturers in English

Studies at Sanata Dharma University and two English teachers of the flight

attendant schools. Those two lecturers have experienced in designing some

English course books.

The other evaluations were gained from the two English teachers of the two

flight attendant schools. The evaluation can also be collected from students’


68

opinion and achievement. The purpose is to gain opinion, comment, suggestion

and criticism as an evaluation.

5. Main Product Revision, Main Field Testing, and Operational Product

Revision

This step is correlated with the Development part in ADDIE Instructional

Design model. According to Borg and Gall (1983, 775), “in this step, the

researcher revised the product based on the preliminary field-test results.” The

evaluation gained from the result of Preliminary field testing consisted of the

strength and the weakness of the design materials. The materials were then

revised based on the suggestion from the two English teachers of the flight

attendant schools and the two lecturers of English Studies, Sanata Dharma

University.

After the design was validated and revised based on the previous steps, an

implementation of the design was held. The researcher held the implementation to

the flight attendant schools. After the implementation was done, the researcher

distributed questionnaires to gain information as the users’ validation. This step

aimed to implement the revised and improved design of the materials and to get

feedback from the students related with the students’ improvement in learning

English with the course book given. The implementation was done in two

meetings.

According to Borg and Gall (1983, 775), “this step was conducted by

revising the product as suggested by main field-test results.” The feedback

obtained from the Main field testing was used to revise and improve the final


69

designed materials. The final revision of the designed materials would be the

course book, as the answer of the second research question. In designing the

learning model, the researcher used ADDIE Instructional Design model

collaborated with Borg and Gall’s R&D cycles.

R&D Cycles ADDIE Instructional

Design Model

Figure 3.1 ADDIE Instructional Design Model Matched up R&D Framework

In figure 3.1, the steps of R&D cycles and ADDIE Instructional Design

model are in line. The first step of R&D cycles is in line with the first step of

ADDIE Instructional Design model. In this step, the goal was to find the needs

and the characteristics of the students and the English learning in class. The

second step of R&D cycles is also in line with the second step of ADDIE

Research and information

collecting

Analysis

Planning

Design

Developing preliminary

form of product

Development

Preliminary field testing

Implementation

Main product revision

Evaluation

Main field testing

Operational Product

Revision


70

Instructional Design model. The third, the fifth, and the last steps are in line with

the Development part of ADDIE Instructional Design model. The fourth and sixth

steps of R&D cycles are in line with the Evaluation part since those steps were

done by distributing questionnaires to evaluate the learning model.

B. RESEARCH PARTICIPANTS

One of the goals of this research is to produce an English course book for

flight attendant schools. Before developing the learning model, the researcher

collected some data to analyze the context and the needs and to evaluate the

learning model. The data were gained from the three categories of the participants.

The categories were chosen based on each step in R&D cycles.

1. The Participants of the Research and Information Collecting

In collecting the data to find the context and needs of the learning, the

researcher used review of literature and interview. The researcher did not

distribute questionnaires since the data were gained from the review of literature

and interview were enough to state the objectives and to design the syllabus. The

review of literature was done by analyzing the needs of learning English for the

students of the flight attendant schools. The literature was from a book entitled

Flight Attendant Training Standard published by Department of Transport,

Canada in 2008.

To strengthen the data validation of the needs, the researcher interviewed a

flight attendant of Garuda Indonesia and an ex flight attendant of Garuda

Indonesia who is now teaching English in P3 Nusantara. To obtain the data of the

context and needs analysis, the researcher interviewed two teachers from the two


71

flight attendant schools in Yogyakarta, Jogja Flight and P3 Nusantara. The

interview was aimed to gather the data about the schools, the English class,

students’ proficiency, the applied teaching strategies, and students’ characteristics.

2. The Participants of the Expert Validation

The participants were two lecturers from English Language Education Study

Program, Sanata Dharma University. The first lecturer is a woman, and another

lecturer is a man. Those lecturers are competent in designing English course

books.

One of the lecturers had ever designed English course books and had

published the books. She had the expertise in designing English course books. The

other lecturer had published his first book entitled “Write Well: Improving

Writing Skills” which was published in 1995. He is teaching writing and grammar

classes which means he is competent in evaluating the design particularly the

grammar, content, and layout.

3. The Participants of the Implementation and Users Validation

The participants of Main field testing were the students of P3 Nusantara.

The students were the freshmen of the school. Most of them were the graduates of

some senior high schools and vocational schools. They came from different

cultural backgrounds.

The students’ English proficiency was considered good based on the

interview. They were passed the English test before joining the school. There

were fifteen students were participated in the implementation of the learning


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model and were expected to give feedback towards statements and questions

presented in the questionnaires.

C. RESEARCH INSTRUMENTS

The instruments were designed to gain data in the process of collecting the

information for the context and needs analysis until developing the learning

model. The instruments were in the form of documents which were processed

through literature review. The other instruments were interview guidelines and

questionnaires. The documents were used to gain information on the needs of

English learning. The interview guidelines were questioned to the English

teachers of the schools in order to gain data on the English learning, the applied

teaching strategies, students’ characteristics, and the schools’ profile. The other

interview guideline was used to ask and confirm the needs of English learning in

the flight attendant schools after the literature review was done. The interview

was conducted to the flight attendants of an aviation industry. The questionnaires

were distributed to gain the evaluation of the learning model from the Preliminary

field testing and Main field testing.

1. Interview

According to Seliger and Shohamy (1989, 166) “an interview is conducted

to obtain information by actually talking to the subject.” In this research, the

interview was conducted to the English teachers of the flight attendant schools

and to a flight attendant and an ex flight attendant who have the experience of

working in an aviation industry. The first interview with the English teachers was

done on February 16th, 2017 and February 22nd, 2017 by asking several questions


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to obtain data about the needs, about the schools, the English class, students’

proficiency, the applied teaching strategies, and students’ characteristics. The

second interview aimed to ask and confirm the English needs based on the

literature review to the flight attendants. The interview was done in November

18th, 2016 and February 22nd, 2017. In short, the interview is aimed to obtain the

needs and context analysis.

In several previous researches, questionnaires were used to collect the data

for the needs analysis. Considering the reason stated by Graves (2000, 114), who

says that “questionnaires are an obvious choice for needs assessment, but not

always the most effective, depending on when they are given and how well the

learners understand the kind of information that is sought.” As the needs and

context were questioned to three participants and the data would be used as the

basis for developing the materials, an interview was considered as the best way to

obtain the data.

2. Questionnaire

Seliger and Shohamy (1989, 172) say that “questionnaire is a printed list for

the data collection, which contained questions or statement for the subject to

response.” The questionnaire used in this research consisted of printed list of

questions to collect the data for the evaluation of the iconic learning model.

According to Stone (1993, 1264), the question in the questionnaire should be

“intelligible” so that the participants can understand it. In addition to the criteria

of a questionnaire, Stone (1993, 1264) says that a questionnaire should be piloted

before use. In order to make the questionnaire valid, the questionnaire was piloted


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first before it was distributed to the participants. According to Ary, Jacobs, and

Razavieh (2002, 5), there are two types of questionnaires; they are structured or

close questionnaire and unstructured or open questionnaire. In the structured

questionnaire, the questions and answers were already provided. While in the

unstructured questionnaire, the participants gave their own opinions based on the

given questions. The participants of the expert and user validation stages were

asked to give their responses on several statements by choosing one (1) to five (5)

points of agreements. Moreover, the participants were instructed to give their own

responses freely. The researcher used Likert scale as the basis for the structured

questionnaire.

Likert scale was originally developed by Dr. Rensis Likert in 1932. The

theories used were taken from an article by Bertram. He explains that Likert scale

is “a psychometric response scale primarily used in questionnaires to obtain

participant’s preferences or degree of agreement with a statement or set of

statements.” The participants’ opinions were measured by an “ordinal scale”.

According to Boone & Boone (2012, 1) , the original Likert scale used a series of

questions with five response alternatives: strongly approve (1), approve (2),

undecided (3), disapprove (4), and strongly disapprove (5).” The participants were

free to choose the responses based on their own opinions. The questionnaires were

distributed for the expert validation and the user validation. Therefore, there were

two kinds of questionnaire distributed to the participants. The expert validation

questionnaires were distributed to two lecturers of English Language Education

Study Program, Sanata Dharma University. The two lecturers were considered as

the experts of designing English course books since they have worked on


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designing several English course books. The user validation questionnaires were

distributed to the students of P3 Nusantara, Yogyakarta.

Table 3.1 Summary of Expert Validation Questionnaire Blueprint

No.

Closed Questions

Aspects Number of

Item

A Goals of the Design

1 Improving the students’ performance 1, 2

2 Effective learning

B Learning Objectives

1 Specific and suitable learning objectives. 3, 4, 5

C Instructions

1 Understandable instructions 6

D Activities

1

Considerations of good activities to develop the

materials

7, 8, 9, 10, 11,

12, 13, 14, 15,

16, 17, 18, 19,

20, 21, 22, 23

E The Language Features

1 Simple and familiar language features 24, 25

F Assessment

1 Objective-based assessment 26

G The design

1 Teachable and learnable units 27, 28

Open Questions

The experts’ opinion and suggestions

1 The experts’ opinion in general. 1, 2, 3

2 The good things of the English course book

3 Things to improve

The Expert Validation questionnaire consists of 26 close questions and

three open questions. The closed questions were formulated based on the theories

from Holden (2015), Moss (2012), Dudley-Evans (1997), Graves (2000), Aiguo

(2007), Nation (2007), and Dick and Carey (2009). The questionnaire aimed to

collect the experts’ opinion and suggestions to validate the designed English

course book.


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Table 3.2 Summary of User Validation Questionnaire Blueprint

No

Closed Questions

Aspects Number of

Item

A Reactions

1 The students’ initial reactions to a course 1, 2, 3, 4, 5, 6, 7,

8, 9

B Learning

1 The students’ satisfaction 10, 11, 12, 13,

14, 15, 16, 17 2 The students’ skills, knowledge, and attitude

C Transfer

1 The transfer that has occurred in the students’

behavior due to the training program.

18

D Impact

1 The results from the training 19, 20

E Learning Objectives

1 Specific and suitable learning objectives. 21, 22, 23

C Instructions

1 Understandable instructions 24

D Activities

1 Considerations of good activities to develop the

materials

25, 26, 27, 28,

29, 30, 31, 32,

33, 34, 35, 36,

37, 38, 39, 40

E The Language Features

1 Simple and familiar language features 41, 42

F Assessment

1 Objective-based assessment 43

G The design

1 Teachable and learnable units 44, 45

Open Questions

The users’ opinion and suggestions

1 The users’ opinion in general. 1, 2, 3

2 The good things of the English course book

3 Things to improve

The User Validation questionnaire consists of 43 closed questions and

three open questions. The questions were formulated based on some theories from

Kirkpatric (1994), Dudley-Evans (1997), Graves (2000), Aiguo (2007), Nation

(2007), and Dick and Carey (2009). The questions were provided in English since

the students were considered good in English proficiency. In giving the opinions,


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the students were guided by the researcher to avoid misunderstanding of the

questions.

D. TECHNIQUE OF DATA COLLECTION

The data needed in this research were divided into three categories based on

the R&D stages combined with ADDIE Instructional Designed Model. The first

stage is Research and Information Collecting, followed by the fourth stage

Preliminary Field Testing and the sixth stage Main Field Testing. The instruments

used were books as the instruments for literature review, the interview guidelines

for the context and needs analysis, and questionnaires for the evaluation.

Table 3.3 Data Collection

Steps Data Needed Participants Instruments

Research and

Information

Collecting

(Analysis)

the teacher’s

background

learning objectives

characteristics of the

students

the students’

language proficiency

the teaching and

learning method

the evaluation phase

the needs of English

learning

the students’ interest

the students’ attitude

the target context

types of

communicative

skills and tasks

language modalities

two English

teachers of P3

Nusantara and

Jogja Flight

a flight

attendant of

Garuda

Indonesia

Interview

guideline

Preliminary

Field Testing

(Evaluation)

goals of the design

learning objectives

instructions

activities

language features

assessment

the design

two lecturers of

English

Language

Education

Study Program,

Sanata Dharma

University

Questionnaire


78

Steps Data Needed Participants Instruments

opinions about the

course book in

general

opinions about the

good things of the

course book

the things to improve

Main Field

Testing

(Implementation

& Evaluation)

the participants’

reactions

the students’

learning

transfer

impact

learning objectives

instructions

activities

language features

assessment

the design

opinions about the

course book in

general

opinions about the

good things of the

course book

the things to improve

Fifteen students

of P3 Nusantara

Questionnaire

The first stage Research and Information Collecting was done before the

designed learning model was made. The research was done in November 2016

and February 2017. It was conducted in P3 Nusantara and Jogja Flight as the

flight attendant schools which prepare the students to become flight attendants.

For the interview with the flight attendant, it was done by WhatsApp conversation

since the flight attendant was comfortable doing the interview by writing down

the answers and she was in Jakarta. The first data were gained from the literature

review from a book published by Transport Canada to find the needs of English

learning for flight attendant schools. After the needs of English learning were

gained from the literature review, the researcher conducted interview with the


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English teachers and a flight attendant to confirm the needs and to conduct

context analysis.

After conducting context and needs analysis, the designed learning model

was made. The designed learning model was evaluated by the experts and the

users. Therefore, the researcher distributed questionnaires for the expert and user

validation. In the expert validation, the participants were asked to give their

opinion and suggestions. Next, the researcher implemented the revised learning

model based on the expert validation stage. After the implementation was done,

the researcher distributed questionnaires for the user validation. The participants

were given the questionnaires. The participants were the students of P3 Nusantara

who were asked to give their opinion, comment, and suggestions to improve the

designed learning model. The opinion, comment, and suggestions from the user

validation were obtained and used for the final revision of the designed learning

model. The detailed information on the data collection is described as follows:

E. DATA ANALYSIS

In conducting the research, there were literature review for the needs

analysis, interview guideline, and questionnaires as the instruments to collect the

data. The researcher conducted interview to the English teachers of the flight

attendant schools to assess their needs of teaching and learning English.

Moreover, the interview was aimed to find the context of the schools and English

learning. The interview was done to a flight attendant and an ex flight attendant to

confirm the needs of English learning based on the literature review. After the

research on the English needs was done, the questionnaires were distributed to the


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development part of the research. The questionnaires were aimed to evaluate the

designed learning model in the Preliminary Field Testing and Main Field Testing

stages. As the data were collected, the researcher analyzed the data. In this

research, the data were analyzed based on the stages. The first stage was Research

and Information Collecting, Preliminary Field Testing, and Main Field Testing.

1. Research and Information Collecting

In this stage, the researcher collected some data in order to find the context

and the needs of English learning for flight attendant schools. In finding the

needs, the researcher has done a literature review which was written in Chapter II.

The needs were then classified into some points which became the basis of the

development of the English course book. In finding the learning objectives, the

learners’ background and abilities, their language proficiencies, and the teaching

method, the researcher did interview with the English teachers of the flight

attendant schools. The interview was aimed to confirm the needs of English

learning as got previously from the literature review. The similar interview of

confirming the needs of English learning was done to the professional flight

attendant and an ex flight attendant of Garuda Indonesia.

In order to analyze the interview results, the recorded interview were put

into a transcript. Subsequently, the information in the transcript was classified and

organized. After classifying the information from the recorded interview, the

researcher summarized the information into some paragraphs to make further

interpretation.


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2. Preliminary Field Testing

In this stage, the information was in the form of scores for the closed

questions, comments and suggestion for the open questions. In gaining feedback

for improvement of the designed learning model, the researcher used Likert scale

to analyze the data from the closed questions. The researcher used five point

scales to collect the participants’ opinion on the designed English course book.

The information included the strength, weakness, and the suggestions of the

designed learning model based on its classification. In the questionnaire, the

participants were free to state Strongly Disagree with the statement (1), Disagree

with the statement (2), Doubt with the statement (3), Agree with the statement (4),

and Strongly Disagree with the statement (5). The score was calculated using

descriptive statistics to the source of variance. The central tendency of the

participants’ opinion is recorded in the following table:

Table 3.4 Descriptive Statistics of Experts’ Opinion on the Designed English

Course book

No. Participants’ opinion on

Frequency of points of

agreement

Central

Tendency Interpretation 1 2 3 4 5 N Mn

Notes: N = Number of cases (the number of participants)

Mn = Mean (indicators of central tendency of the set of source)

The formula to get mean is: M = ∑ X

N


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According to Best (1970, 179), the interpretation of point of agreement is

presented as follows:

Table 3.5 The Interpretation of the Degree of Agreement (Best, 1970, 179)

Range Meaning

1.00 – 1.99 Replace the rejected part of the design

2.00 – 2.99 Add more part or modify part of the design based on

the lack on the statement

3.00 – 3.99 Conduct more exploration on the existing part of the

design based on the statement

4.00 – 5.00 No revision

The researcher did not only analyze the score and the interpretation from the

questionnaires. The result of the data analysis showed that the designed English

course book is very good or poor. Therefore, the mean of each item should be

categorized by obtaining the ideal Mean (Mi) and ideal Standard Deviation (Sdi).

The formulas are based on Munadi (2004) which could be seen as follows:

Mi (ideal Mean) = 1

2 (highest score + lowest score)

= 1

2 (5 + 1) = 3

SDi (ideal Standard Deviation) = 1

6 (highest score – lowest score)

= 1

6 + (5-1) = 0.6

Table 3.6 Meaning of Score Criteria

Formula Score Range Criteria

≥ 4 Very High / Very Good

Mi + 1.5 SDi = 3 + 1.5 x 0.6 = 3.9

3.4 – 3.9 High / Good

Mi + 0.5 SDi = 3 + 0.5 X 0.6 = 3.3

2.8 – 3.3 Fair

Mi – 0.5 SDi = 3 – 0.5 x 0.6 = 2.7

2.2 – 2.7 Low

Mi = 1.5 SDi = 3 – 1.5 x 0.6 = 2.1 ≤ 2.1 Poor


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In order to decide whether the designed English course book is very good or

even poor, the researcher used the meaning of score criteria proposed by Sudjiono

(2011). The designed English text score book was considered as very good if the

range was more than four (4). The designed English course book was considered

as poor if the score range was under two point one (2.1). The other interpretation

as proposed by Best (1970) determined whether the English course book should

replace the rejected part of the design or continue by having no revision.

3. Main Field Testing

The information obtained from distributing the questionnaires to the user

validation was analyzed using descriptive statistics to the source of variance. The

researcher used central tendency as a means of measurement. In this research, five

point scales were used to collect the participants’ opinion on the designed English

course book. Table 3.7 shows the meaning of score criteria

Table 3.7 the Meaning of Score Criteria (2)

Criteria Score Meaning

Very High/Very Good 4.00 – 5.0 Most participants strongly agree with the statement

High/Good 3.4 – 3.9 Most participants agree with the statement

Fair 2.8 – 3.3 Most participants are not sure with the statement

Low 2.2 – 2.27 Most participants disagree with the statement

Poor 0 – 2.1 Most participants strongly disagree with the

statement

For the experts’ and users’ comments from the open questions, the data

were classified by making a list of participants’ comments. The researcher also

made the interpretation to show whether the designed English course book was


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good or not. The experts’ and users’ comments were useful to consider whether

the designed English course book should replace some rejected part or continue

with no revision.

F. PROCEDURE

The research procedures were done from research and information

collecting until the iconic learning model was finished. The steps of R&D cycles

were collaborated with the steps of ADDIE Instructional Design model. Since the

researcher used ADDIE Instructional Design model as the approach of conducting

the research, the procedures were described as follows:

Table 3.8 Research Procedure

No. Steps Outcomes

1 Analysis

a. Context analysis

b. Needs analysis

a. The schools’ profile, students’ proficiency, the

applied teaching strategies, and the students;

characteristics.

b. The needs of English learning for the future jobs

as flight attendants.

2 Design a. Stating general objectives

b. Specifying the learning objectives

c. Stating the topics

d. Choosing the teaching activities

e. Course book template design

3 Development The feedback from the experts’ validation.

4 Implementation The feedback from the users.

5 Evaluation The feedback from the users and the experts.

In the Analysis phase, the researcher gained the schools’ profile, the

learning process, and the students’ characteristics. The real needs of learning

English were analyzed through review of a book, some articles, and previous

related studies. The real needs were confirmed by a professional flight attendant


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and two English teachers in a form of interview. The Design phase was done to

prepare the syllabus and the course book template design. The development of the

course book was done after designing the syllabus and the template design. The

implementation was conducted to the students of P3 Nusantara after being

evaluated by the experts in the Expert Validation. The final revision was made

after the Implementation.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents the research findings and discussions of each phase

in ADDIE Instructional Design model in order to answer the two research

questions. This chapter is the actualization of what has been planned in Chapter

III. The discussions focus on two parts. The first part presents the schematic

model of the English course book for flight attendants schools. The second part

presents the findings and discussions on the English course book for flight

attendant schools.

A. THE SCHEMATIC MODEL

The researcher presents the findings and discussions based on the phases of

ADDIE Instructional Design model collaborated with the Research and

Development steps. This part presents the process of developing the schematic

model of the designed English course book. The first two steps to present the and

discuss the findings are Analysis and Design which are similar with Research and

Information Collecting in the Research and Development method.

The first part presents the results of the literature review to gain the real

needs of learning English for flight attendant candidates. The interview results

with a flight attendant of Garuda Indonesia are presented as the confirmation of

the needs analysis from the literature review. The context analysis results which

were obtained from two interviews with the English teachers of the flight

attendant schools are also presented in this part of the research. In designing the


87

schematic model of the English course book, the second phase of ADDIE

Instructional model was employed. This part presents the findings and discussions

on specifying learning objectives, choosing the topics, choosing the activities, and

the course book template design.

Regarding the scientific information in teaching and learning English for

flight attendant schools, the researcher describes the information on the needs of

learning English, the characteristics of the school and the students, and the

teaching learning activities in each following section. In short, teaching English

for flight attendant schools need to verify the real needs first. After listing the

needs, a teacher could continue by stating the goals and objectives. The next step

is designing the syllabus. The teaching style and activities should refer to the Four

Strands by Paul Nation in order to get well-balanced learning for all the skills in

English. To be mastered in a language, certain teaching method could be applied,

but the four English skills: speaking, writing, listening, and reading should be

balanced.

1. Analysis

In the analysis phase, the researcher collected information to obtain the real

needs of learning English for flight attendant candidates. The information was

gathered through literature review and interview with the experienced flight

attendant and the other interview for the context analysis was done to two English

teachers of the flight attendant school. According to Holden (2015, 5), one of the

steps in the analysis phase is “occupational/educational/mission analysis to

identify the duties and tasks of an occupation, the goals and content area of an

educational requirement, or the characteristics of a mission.” As the students are


88

prepared to be flight attendants, they will learn English based on the jobs which

stated in a book entitled Flight Attendant Training Standard by Commercial and

Business Aviation, Department of Transport Canada. The jobs are also stated in

an article entitled What does a flight attendant do and also stated in a research by

Beech (1990) as cited in Dibanaka and Hiranburana (2012).

The articles and the book were reviewed to find the real needs of learning

English for the candidates of flight attendant. The results of the literature review

were elaborated in the Theoretical Framework, Chapter II. In short, the needed

topics were divided into four main subjects; pre-take-off service, in-flight service,

pre-landing service, and getting ready to work. The design is elaborated more

clearly in the Design part.

a. Needs Analysis Result

This part presents the interview results with a flight attendant of Garuda

Indonesia who has worked for eight years. The interview aimed to confirm the

real needs as stated in the Theoretical Framework. The collected data include the

purpose of using English, the skills to be improved more, the learning process, the

needs to learn introduction, job interview, direction, time and price, the relevance

of learning about aviation terminology, greeting, asking for information about

willingness to do something, giving safety flight demonstrations, giving

announcement, and offering help. As the last question, the researcher asked about

the suggested topics based on the syllabus or teaching learning process in the

training.

In the interview, the flight attendant stated that English is important to serve

the passengers. She has good English proficiency since she stated that there are no


89

problems in English when idea stated from an article entitled What does a flight

attendant do? that “a flight attendant is someone whose primary duty is to ensure

the safety and comfort of passengers during an airline flight.”

The flight attendant of Garuda Indonesia gave her opinion on the skills to be

improved more. She stated that speaking is one of primary skills to become a

flight attendant. She argued that when flight attendants work, they will interact

directly to different passengers come from other provinces and countries.

Therefore, English speaking is very important. In the designed English course

book, the researcher designed more speaking activities in order to enhance the

students’ communicative competence.

The third question of the interview confirmed the learning process

conducted in class. The flight attendant explained that the learning process is

divided into three main topics such as pre-take-off service, in-flight service, and

after landing service. She added that it is important to learn about giving a short

introduction, job interview, giving direction, telling time and price. She argued

that the topics are essential to inform the passengers about their needs in the

airplane. The students should also learn about job interview which she thought

very important.

The researcher did ask the interviewee, who was the flight attendant to state

her opinion on the relevance of learning about aviation terminology, greeting,

asking for information about willingness to do something, giving safety flight

demonstrations, giving announcement, and offering help. The topics were chosen

based on the jobs listed in “Flight Attendant Training Standard” by Commercial

and Business Aviation, Department of Transport Canada. The interviewee


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confirmed that those topics are very relevant to the jobs of flight attendants.

Therefore, the researcher referred to the interviewee’s confirmation to determine

the needed topics.

Regarding the other question about the suggested topics, the interviewee

implied that conversation is needed by practicing more on speaking. She

explained further that topics related to culture should be added because Garuda

Indonesia as the airline of Indonesia represents the diversity that the country has.

Therefore, the flight attendant could promote Indonesia to the world.

The needs explained by the interviewee are in line with the real needs

gathered from the articles and the book. The topics about culture are added in

terms of students’ cultural awareness in speaking politeness and the different

ways of speaking and stating certain case in American and British English. The

activities are also focused on speaking as suggested by the interview which is also

in line the needs of learning English for flight attendant candidates. Generally, the

topics are in line with the theory proposed by Day and Krzanowski (2011, 5) who

say that “the P in ESP is always a professional purpose – a set of skills that

learners currently need in their work or will need in their professional careers.”

b. Context Analysis Result

In conducting the context analysis, the researcher investigated two English

teachers of Jogja Flight and P3 Nusantara. The interview aimed to collect the data

on the students’ background, level of language proficiency, interest, learning

preferences, attitude, goals and expectations of learning, target contexts, types of

communicative skills and tasks, and language modalities. The information is

essential to determine the suitable level of the designed English course book, the


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kinds of topics, activities, target context, skills, language modalities, and the goals

of learning.

In the interview the English teacher from Jogja Flight stated that the

students’ age are around 17 and 18 years old. The students of P3 Nusantara are

about 17 to 19 years old. Most of the students graduated from vocational and

senior high school. Therefore, the information in the designed English course

book is mostly related to teenagers. The layout is also simple and not too colorful

which is suitable for the flight attendant students. The students come from all

around Indonesia with different cultures, which mean that they are included as a

multicultural group. Regarding the students’ percentage of gender, most of the

students are women. In Jogja Flight, the percentage of the gender is 80% of the

students are women and 20% of the students are men. While in P3 Nusantara,

90% of the students are women and 10% of the students are men.

Regarding the students’ level of language proficiency, the English teachers

implied that they have good proficiency since they got English test before joining

the schools. The students are quite fluent in speaking but not really good in

grammar. The students’ grammar, vocabulary, and pronunciation skills are

considered standard. The students’ skills in those language features are not really

bad but not too good as well.

The students’ interests are different from each other. The students prefer

learning while watching movies, playing games, and listening to songs. The

students from Jogja Flight are interested in learning about current issues,

everything deals with artists, tourism places, and giving directions. The students

of P3 Nusantara prefer to learn about how to handle a job interview. They like


92

telling stories in class as well to improve their speaking skills. The interviewee

from P3 Nusantara implied that the students are really interested in the materials.

Besides, the interviewee from Jogja Flight said that the students’ attitude toward

the topics given is not really good. Since it is a one-year program, the students

have four months only to take English lesson. After taking the classes, the

students are supposed to have job training. The other students who have not got

the job training will feel left behind. The English teacher should go to the

dormitory when the students sometimes do not come to the class because the

distance from the school and the dormitory is quite far. When the teacher arrives

in the dormitory, the other problem comes because there is no proper room to

study. The students need to study outside. The problems are caused by the facility

and time allocation for studying.

The next discussion is about the learning preferences. The students prefer to

learn more on speaking. The interviewees argued that the students need more

practices in speaking especially for job interview topic. The students from P3

Nusantara have extra speaking practice in the dormitory. Next, the typical

activities that the students have are playing games, telling stories, and other

speaking activities. Therefore, the students expect to be tested by speaking

practices or examinations. The students work well in group moreover if they have

games. The students love to do some homework and other activities in groups.

The English teachers’ role is as facilitator which is focused more on students-

centered method.

Regarding the students’ attitude toward themselves as the learners, the

English teacher from Jogja Flight said that they lack of motivation. The English


93

teacher from P3 Nusantara implied that the some of the students are not so serious

in learning English. For example, they will be unmotivated when they know that

the time is almost finished. Therefore, the students of both schools are not highly

motivated because of the facility and the delivery of the teaching. The next

question was asking about the students’ attitude toward the target language and

culture. The English teacher from Jogja Flight said that the students do not think

about that, and the English teacher from P3 Nusantara said about the goals of

English learning which are following the job interview, applying for a job, making

application letter, speaking and communication in English. The English teacher

hopes that the students should be interested in and motivated to learn English for

their own improvement to achieve their goals to be flight attendants.

The researcher asked about the goals and expectations of learning English.

The students should learn English to communicate with others well. The students

will improve their speaking if they use it regularly. Then, they will have their self

confidence and fluency in speaking English. They have to have good grammar

since they will face some English tests in written and spoken form to apply for a

job in certain airlines. The English teacher from P3 Nusantara hopes that the

students are not shy anymore to interact with others. The English teacher from

Jogja flight said that the students should achieve the general goals which are

improving speaking and passing the job interview with the English tests. The

students expect to learn how to improve their speaking skills.

The next discussion is about the target contexts which focusing on the topics

that the students need to be able to communicate. The English teacher from Jogja

Flight said that the students need to learn about color, daily activities, shape of the


94

things, and direction. The English teacher from P3 Nusantara expected that the

students learn about daily conversation. If the students can speak English well,

their confidence is good also.

For the types of communicative skills and task, the students should improve

their speaking to be more confident. More speaking exercises will bring the

students to join the job interview easily. Subsequently, the skill that the students

should improve more is speaking.

2. Design

After analyzing the collected data from the literature review and the

interview with three interviewees, the researcher used the information to design

the framework of the English course book. The framework consists of general

objectives, specific objectives, the units, the topics, the teaching activities, and the

course book template design. The result of this phase is the syllabus which is

attached in Appendix 8 on page 162. This part focuses on the fundamental ideas

before developing the designed English course book.

a. Stating General Objectives, Specific Learning Objectives, Unit, and Topics

Based on the interview result, the researcher stated the general objectives,

specific learning objectives, and the unit. The researcher got the syllabus of

English learning in Jogja Flight and used is as the reference in stating the goals

and the unit. The syllabus designed by the English teacher of Jogja Flight consists

of 24 topics. The other information in the syllabus is the materials and the

activities without any goals stated in the syllabus. The topics are Introduction,

Time, Number and Date, Simple Present Tense, Leisure Time, Present


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Continuous Tense, Simple Future Tense, Simple Past Tense, Present Perfect

Tense, Passive Voice, WH-Questions, Giving Information, Direction, On the

Telephone, in Restaurant, Dealing with Complaint, Traveling and Vacation,

Selling and Offering, Foods and Beverages, Weather and Seasons, Describing

People, Training and Safety, Asking and Giving Opinion, Watching a Movie, and

Job Interview. The researcher modified the syllabus into more functional syllabus

by concerning the students’ real needs to learn English when working in the

airplane.

The general objectives were obtained from the needs and context analysis.

The interviewees stated that improving speaking skill, being successful in English

tests and the job interview are the main goals of learning English. During the

class, the students are prepared to do the English tests well and to answer the

questions in a job interview appropriately.

After stating the general objectives, the researcher formulated the specific

learning objectives for the whole topics that the students need to learn and

practice. Table 4.1 shows the list of specific learning objectives based on the

literature review and the interview results with the flight attendant of Garuda

Indonesia and two English teachers of flight attendant training schools.

Table 4.1 The Specific Learning Objectives of English

for Flight Attendant Schools

No. Specific Learning Objectives

1 Students are able to greet and respond to greeting appropriately.

2 Students are able to introduce themselves and others fluently.

3 Students are able to ask for and give information about willingness to do

something.

4 Students are able to give safety in-flight instructions.

5 Students are able to perform the safety in-flight demonstration.


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6 Students are able to ask for and respond to request.

7 Students are able to comprehend the contextual meaning of in-flight

announcement text.

8 Students are able to give in-flight announcement appropriately.

9 Students are able to give information about time and price.

10 Students are able to ask for and show direction appropriately.

11 Students understand the meaning of the aviation terminologies.

12 Students are able to pronounce the new words correctly.

13 Students are able to write an application letter properly.

14 Students are able to demonstrate ability in a job interview properly.

According to Graves (2000, 76), “through objectives, a goal is broken down

into learnable and teachable units.” Therefore, the units were made after

formulating the goals. The designed English course book has four units which are

based on the literature review and has been confirmed by the flight attendant of

Garuda Indonesia by having the interview. The complete information about the

literature review result is elaborated in Chapter II and the confirmation of the

units is explained in the interview result in the Analysis phase in this chapter. The

four units were chosen based on the needs of learning English in each stage. The

first unit focuses on the students’ readiness to greet and introduce themselves in

front of the passengers before flying. After the students introduce and greet the

passengers, they will ask for information about willingness to do something such

as asking for permission to make sure electronic devices and cell phones are

turned off, carry-on are stowed properly, and seats are in an upright position, and

the students learn about giving safety in-flight instructions and performing the

safety in-flight demonstration. Those three topics are included in the first unit,

pre-take-off service. The second unit named in-flight service consists of two topics

which enable the students to serve the passengers well during the flight. The first

topic aims to enable the students to give help and the second one is to announce


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properly. The third topic in the in-flight service unit is “May I Help You” which

enables the students to ask for and respond to request and consists of two

meetings. In the in-flight service, the flight attendants might be asked by the

passengers to prepare the complimentary drink or be asked about their lunch box.

The flight attendants will also ask for the passengers’ need during the flight like

offering snacks and blanket. The last topic in the second unit is aimed to enable

the students to comprehend the contextual meaning of in-flight announcement text

and to give in-flight announcement appropriately. The title of the topic is ”Ladies

and Gentlemen, Please Remain Seated.” The topic is considered functional since

the flight attendants usually give announcement in any situations such as

turbulence, after turbulence, and descent. The students should know about the

content of the related announcement texts and announce it directly to the

passengers.

The last two units are about the situations that might happen after landing

and the preparations of the students to get the job. The first topic in pre-landing

unit focuses on telling the time and price in English. In this topic, the students are

expected to tell the time and price properly to the passengers. The flight attendants

usually give information about the time when the airplane is about to land. The

other occasions that might happen is when the passengers ask for information

about the time to land after delayed and the time to get the snacks or drinks.

During two meetings, the students will be prepared by practicing how to tell the

time in American and British English and say the price properly. The last topic in

the third unit focuses on the possibility that the flight attendant might be asked

about showing the directions. The flight attendants are asked about the directions


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to go the baggage claim or the toilet. This topic is necessary if the students are

asked in other occasion during the in-flight service.

The last unit has two topics; Aviation Terminology: What should I know?

and Be Ready to Get Your Dream. This unit is designed to prepare the students

before working as flight attendants. The students need to know certain aviation

terminologies which will be used when working as flight attendants. The second

topic consists of two meetings which focused on the students’ ability in writing

the application letter and having a job interview.

b. Choosing the Teaching Activities

This part presents the discussions on the teaching activities used in the

designed English course book. The teaching activities were determined based on

the general objectives, specific learning objectives, the units, and the topics. The

theories used were proposed by Graves (2000) and Nation (2007).

Table 4.2 The Fourteen Criteria of Good Materials

as the Basis of Choosing the Learning Activities

No. The Criteria Learning Activities

1 The learners a) Students are able to make relevant to the

experience they will have.

b) Students are able to make relevant to their needs to

be flight attendants.

c) Students are able to make relevant to their interest

and motivation in learning English.

2 The learning a) Students are able to solve their communication

problems.

b) Students are able to analyze the language features

in every topic.

c) Students are able to develop their speaking skills.

3 The language a) Students are able to enhance their grammar skills.

b) Students are able to enhance their acquisition of

pronunciation skill.

d) Students are able to enhance their vocabulary

building.

e) Students are able to do exercises in speaking,

listening, reading, and writing.

f) Students are able to understand announcement texts


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No. The Criteria Learning Activities

in the airplane.

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

working as flight attendants.

b) Students are able to develop their social awareness.

5 The activity/task

types

a) Students are able to serve and give information in

English to the passengers.

b) Students are able to work in groups.

c) Students are able to do various practices.

6 The materials a) Students are able to acquire knowledge through

printed materials, audio, and visuals.

The activities in a language course should meet the fifteen criteria suggested

by Graves (2000). The fifteen criteria could be seen in Figure 2.4. The researcher

employed fourteen criteria by omitting the fourteenth criteria since it is almost

similar with the eleventh criteria. Those two criteria focus on the authenticity of

the tasks. In short, the activities are relevant to the students’ experience,

background, target needs, and affective needs. The activities should also develop

the students’ specific skills and strategies. In this case, the students develop their

speaking more. The activities contain the target relevant aspects such as grammar,

functions, and vocabulary. In accordance with the theory proposed by Nation

(2007, 1), who “classifies the activities in language learning by having the four

strands of language course, which are Meaning-Focused Input, Meaning-Focused

Output, Language-focused Learning, and Fluency Development.” Therefore, the

activities integrate the four skills of speaking, listening, reading, and writing. The

provided texts should be authentic in order to make it more familiar to the

students. The activities should be varied and contain social context. The summary

of the fourteen criteria which used as the underlying theory for choosing the

learning activities is presented in Table 4.2.


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c. Course book Template Design

After specifying the learning activities, the researcher selected the

instructional media. The instructional media was designed based on the criteria of

good materials by Graves (2000). The template of the designed English course

book is drawn in Table 4.3.

Table 4.3 The Course Book Template Design

No. Criteria Types of Activity

1 The course book is related to

specific disciplines.

The activities are done by flight attendants in

airplane such as greeting, giving safety flight

demonstrations, asking for willingness to turn

off the devices.

2 The course book is designed

for intermediate or advanced

students.

The course book is designed for intermediate

level.

3 The course book is defined to

meet specific needs of the

students.

The students understand what they will achieve

in the end of the meeting.

4 The topics should be familiar to

the students.

The students get clear understanding of what

they will learn.

5 The students get more practices. The students practice the skills after having

clear understanding of what should they learn.

6 The instructions are

understandable.

The students get clear instructions.

7 The activities should make

relevant to the students’

affective needs.

The students become more confident since they

have well-ordered activities.

8 The activities are set in

inductive way.

-The activities lead the students to experience

the easier to more difficult exercises.

-The students learn the materials from genera;

to the more specific discussions.

9 The students learn the language

features.

The students learn the vocabulary, expressions,

and grammar.

The researcher decided to design an English course book because a course

book is considered as effective media to teach and learn English. According to

Betsy Parrish (2004) as cited in Weddel (2009, 227), using course book is

beneficial since it “assures a measure of structure, consistency, and logical


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progression in a class, minimizes preparation time for teachers, and allows

learners to review material or preview other lessons.” Parrish (2004, 227) adds

that “course book can help the students to meet their needs of something concrete

to work from and take home or further study.” Course book can also be accessed

whenever without any internet connection or even electricity needs.

1) The Specific Disciplines and Level of Students’ Proficiency

According to Dudley-Evans (1997) as cited in Anthony (2008, 2), “English

for Specific Purposes (ESP) may be related to or designed for specific

disciplines.” The designed English course book is aimed for the specific needs of

flight attendant candidates. The students learn specific materials to prepare them

before working in an aviation industry.

One of the variable characteristics of ESP stated by Dudley-Evans (1997, 2)

is that “ESP is generally designed for intermediate or advanced students.”

According to the interview with the two English teachers of the flight attendant

schools, the students’ level of proficiency is considered as intermediate. They had

English test in written and spoken form before entering the school.

2) Stating the Specific Needs

Before the students start learning the materials, they are informed the

learning objectives that they will achieve in the end of the class. The students

understand what they will achieve so that they become more focused on the

materials. According to Dudley-Evans (1997) as cited in Anthony (2008, 2), “ESP

is defined to meet specific needs of the learners.” The specific needs should be


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known by the students in order to reduce the students’ confusion in learning the

materials.

3) The Familiarity of the Materials

According to Graves (2000, 152), “activities should draw on what students

know (their experience, their current situations) and be relevant to them.” In order

to make the students familiar with what they will learn, the teacher set “Get to

Know the Lesson” part in each topic. In that part of the course book, the students

watch video, discuss the video or discuss their experience related to the topic they

will learn. Therefore, the students get clear understanding on what they should

learn.

4) More Practices

In the designed English course book, the students’ experience various

practices in “Let’s Practice” part in each topic. In this part, the students practice

from the easier to the more difficult exercises. In short, the activities are done in

inductive way. According to Graves (2000, 155), “activities should vary the roles

and groupings, within the class: so that students get different types of practice and

responsibilities, with respect to social context: so that students experience/analyze

different social roles.” Therefore, the students become more aware to their roles

as flight attendant in different situations in the airplane.

5) Understandable Instructions

The students are assigned to do various exercises. In doing any exercises, the

instructions should be understandable so that the students can achieve the learning

objectives properly. According to Aiguo (2007) as cited in Dibanaka and

Hiranburana (2012, 1), “a good command of English language will enable them to


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communicate with their counterparts around the world and serve their customers

better on work-related issues.” The good command here also means that when the

flight attendant gives instructions in the airplane, it should be clear and

understandable. Hence, the instructions in the designed English course book

reflect the instructions the students will give when they work.

6) Students’ Affective Needs

The activities should be well-ordered in order to build the students’

confidence and motivation. The students will be challenged to do more difficult

activities when they have accomplished the easier ones. Moreover, the students

will be more confident if they feel they can do all the activities well. The idea of

sequencing the activities comes from Graves (2000, 152) who says that “activities

should build students’ confidence.” The confidence can be built by doing various

and well-ordered activities.

7) The Language Features

Learning the language features for the flight attendant candidates is

considered essential. The language features in the designed English course book

are focused on the grammar which learned implicitly, the vocabularies, and the

expressions of each topic. The students need to understand and implement the use

of the language features in their daily activities and especially when they have

worked in the airplane. The idea of providing language features as the important

parts of learning is supported by the theory proposed by Nation (2007, 5) who

says that,

language-focused learning will succeed when students have conscious

attention to language features, when they should process the language

features deeply and considerate ways, when there should be chance to

provide spaced and repeated attention to the same features, when the features


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that students learn should be simple and should not depend on the knowledge

that they do not have, and when features in language-focused learning should

also be included in the other three strands frequently.

The students are aware of the language features used in every topic and able to

process the language features. They should practice using the language features

repeatedly in order to gain better understanding and fluent speaking.

In conclusion, the researcher had done the analysis and design phases based

on the ADDIE Instructional Design model. Several phases have been done such

investigating the syllabus of Jogja Flight, considering the real needs, the context

analysis, stating the general goals and specific learning objectives, choosing the

teaching activities, and determining the course book template design. The next

phases are developing, implementing, and evaluating the English course book. In

developing the English course book, the researcher employed all the data obtained

from the analysis and design phases. Therefore, the data for the schematic model

are in line with the course book of the English course book.

B. THE ENGLISH COURSE BOOK

This part presents the process of developing the English course book for

flight attendant schools. The last three phases of ADDIE Instructional Design

model are elaborated. Those three phases are Development, Implementation, and

Evaluation. The product could be accessed in the following Google Drive link:

https://drive.google.com/drive/folders/0B-jz8X8g9wrsbzlxVDMxWmpYTjg.

1. Development

This part discusses the development of the English course book. The units,

topics, and activities were selected based on the real needs of learning English for


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flight attendant candidates. Generally, the discussions are focused on the design of

the English course book.

a. The Course Book Cover

The designed English course book cover is simple and not too colorful. The

main color of the color is blue which represents the sky where the airplane is

flying on. The main pictures are a group of foreign flight attendants and an

airplane. The airplane represents the place where they will work. The foreign

flight attendants represent their jobs which will deal with other foreign crews.

The title is ‘Fly High with English” which means that the students should be

successful flight attendants by achieving high standards of English proficiency.

The English course book is designed for the candidates of flight attendants. The

information about the general content is provided on the cover. The information

covers the functional topics, authentic materials, well-ordered activities, more

speaking activities and language games. The information about the production

year and the designer’s name is also provided. The picture of the cover is shown

in Figure 4.1. While the complete designed course book is attached in the

separated appendix.

Figure 4.1 The Designed English Course Book’s Cover


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b. The Preface

The researcher provides the general information about the English course

book so that the students understand what and why they learn English from the

course book. The general goal of learning English by the course book is stated in

the preface of ‘about the book’ part. The information about the units is also

provided. The topics for each unit are stated clearly. Lastly, the researcher stated

her hope for the students to learn the designed English course book. The picture of

the preface is shown in Figure 4.2.

Figure 4.2 The Preface

c. The Units and Topics

The units and topics are formulated based on the real needs of learning

English to become flight attendants. As the researcher had conducted the needs


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and contexts analysis, the units and topics are determined following by the

activities. The English course book has four units which each unit is taught based

on each step in working as a flight attendant. The first unit focuses on the

students’ skills in greeting and introducing self, asking for willingness to do

something, and giving and performing safety flight instructions. The second unit

focuses on the students’ skills in serving the passengers well in the in-flight

service. The third unit assigns the students to tell time and price correctly and

showing certain directions. The last unit prepares the students to work. The topics

are about aviation terminologies, writing an application letter, and job interview.

d. The Main Activities

The designed English course book has two main activities namely “Get to

Know the Lesson” and “Let’s Practice” which contain activities before and during

the main practices. The students are guided to be familiar with the lesson in the

first main activity and to do more practices in the second main activity. The

researcher modifies the theory proposed by Hammond’s model of teaching and

learning cycle. Hammond proposes four main activities; building knowledge of

field, modeling of text, joint construction of text, and independent construction of

text. The first main activity the researcher has covers the first activity of

Hammond’s model. The second main activity which is “Let’s Practice” covers the

last three activities of Hammond’s model. The sample of the two main activities is

shown in Figure 4.3.


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Figure 4.3 The Main Activities Sample

e. The Language Focus

The language focus in the designed English course book consists of three

language features that the students learn inductively after they have some

practices. The students need to learn the language elements of each topic they

learn. The language features consist of the acquisition of grammar, vocabulary,

and expressions. Pronunciation practice is also provided but it is not included as

the main focus in each topic. The teacher should improve the teaching and

learning process by giving pronunciation practice even though it is not provided in

the English course book. The language focus’ picture is provided in Figure 4.4.


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Figure 4.4 The Language Focus

f. The Daily Expressions

The researcher added an important material in the designed English course

book. The materials consist of information on the daily expressions related to the

students’ role as the flight attendant candidates. The expressions consist of the

questions and the answers or the responses. This additional material is aimed to

improve the students’ speaking fluency. They can practice the expressions in pairs

while they have free time in the dormitory. The students can also construct similar


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expressions in order to enhance their communicative competence. The sample of

the expressions is shown in Figure 4.5.

Figure 4.5 The Daily Expressions

2. Expert Validation (Development and Evaluation)

An evaluation was done after designing the materials. The evaluation for

expert validation uses the theories from Graves (2000) as the main basis. The

other theories are employed from Dudley-Evans (1997), Aiguo (2007), Nation

(2007), Dick and Carey (2009), Moss (2012), and Holden (2015). The theories

were used as the basis to evaluate the designed English course book in a form of

questionnaire. The questionnaires were distributed to two lecturers of English


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Language Education Study Program, Sanata Dharma University. The first lecturer

has 22 years of teaching experience and has Ph.D. degree. The lecturer has

published a book and many articles related to English education. The second

lecturer has six years of teaching experience and has M.Hum. degree. She wrote

her thesis about designing paragraph writing course using Moodle. She is a well-

experienced lecturer in designing materials.

a. The Descriptive Statistics of Experts’ Opinions on the Designed English

Course book

This part presents the experts’ opinion on the designed English course

book by stating their agreement, disagreement, and doubt. The experts chose one

of the five points of agreement which represented their opinion. The result of the

questionnaires determined the quality of the designed English course book. Table

4.4 shows the result of the questionnaire.

Table 4.4 The Descriptive Statistics of the Experts’ Opinion

No. Statements


agreement

Central

Tendency Interpretation

1 2 3 4 5 N M

Goals of the Design

1 The designed English course book

improves the students’ performance. 0 0 0 1 1 2 4.5 Very Good


facilitates the learning. 0 0 0 1 1 2 4.5 Very Good

Learning Objectives

3

The learning objectives are in line

with the students’ future jobs in

aviation.

0 0 0 1 1 2 4.5 Very Good

4


with the students’ needs in dealing

with a job interview.

0 0 0 1 1 2 4.5 Very Good

5 The learning objectives are specific. 0 0 0 1 1 2 4.5 Very Good Instructions

6 The instructions in each activity are

understandable. 0 0 0 2 0 2 4 Very Good

Activities

7 The activities in the designed 0 0 0 1 1 2 4.5 Very Good


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No. Statements


agreement

Central


1 2 3 4 5 N M

English course book draw on what

the students will experience.

8 The activities draw their current

situations. 0 0 0 1 1 2 4.5 Very Good

9

The activities are relevant to the

students’ needs to work as flight

attendants.

0 0 0 1 1 2 4.5 Very Good

10 The activities are relevant to the

students’ affective needs. 0 0 0 1 1 2 4.5 Very Good

11 The activities allow the students to

solve communication problem. 0 0 1 0 1 2 4 Very Good

12 The activities help the students to

develop their speaking skills. 0 0 1 0 1 2 4 Very Good

13 The activities enhance vocabulary

buildings. 0 0 0 1 1 2 4.5 Very Good

14 The activities enhance grammar rule

in an inductive way. 0 0 0 1 1 2 4.5 Very Good

15 The activities enhance the

acquisition of pronunciation 0 0 1 0 1 2 4 Very Good

16

The activities integrate the four

skills of speaking, listening, reading,

and writing.

0 0 0 1 1 2 4.5 Very Good

17 The students are provided with

authentic texts. 0 0 0 1 1 2 4.5 Very Good

18

The activities deal with the cultural

context so that the students can have

more confidence in target culture.

0 0 0 2 0 2 4 Very Good

19

The activities enable the students to

gain experience with real language

use.

0 0 0 1 1 2 4.5 Very Good

20 The activities reflect authentic tasks. 0 0 1 0 1 2 4 Very Good

21 The students get different types of

practice and responsibilities. 0 0 0 2 0 2 4 Very Good

22 The English course book contains

various engaging activities. 0 0 0 1 1 2 4.5 Very Good

23 The activities meet different

learning needs. 0 0 0 1 1 2 4.5 Very Good

Language Features

24 The language features are simple to

learn. 0 0 0 1 1 2 4.5 Very Good

25 The language features are familiar to

the students. 0 0 0 1 1 2 4.5 Very Good

Assessment

26

The assessment measures the

students’ ability to perform the

objectives

0 0 0 1 1 2 4.5 Very Good

The Design Very Good


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No. Statements


agreement

Central


1 2 3 4 5 N M

27 The units are learnable. 0 0 0 1 1 2 4.5 Very Good

28 The units are teachable. 0 0 0 1 1 2 4.5 Very Good

Mean 4.4 Very Good

The data show that the experts gave positive opinion on the designed

English course book. It means that the result is satisfying. The researcher found

that the average point of the central tendency is 4.4 from the scale 5.0. It indicates

that the designed English course book is very good. Based on the interpretation

proposed by Best (1970), the designed English course book does not need to be

revised. However, the researcher still improved the designed English course book

based on the experts’ comments and suggestions.

b. The Experts’ Comments and Suggestions on the Designed English

Course Book

This part elaborates the experts’ comments and suggestions on the

designed English course book. The experts answered three open questions related

to their opinion in general, the good things, and what things should be improved.

The experts gave their comments and suggestions freely without any provided

answers so that they could express their own ideas about the designed English

course book.

One of the experts stated the designed English course book is practical as a

whole. The other expert argued that the materials contain examples, explanations,

practices, online sources (video) which are arranged logically. Furthermore, the

real-world applications are relevant to the students. Regarding the good things

about the designed English course book, the experts said that the tasks apply to

the diversity of students and their abilities, interests, and learning styles. The


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designed material facilitates communication activities which encourage students

to engage. In short, the experts stated that the designed English course book has

clear and useful examples and exercises.

The researcher improved the designed English course book based on the

experts’ suggestions about the instructions. The instructions for Task 4 on page 5

should be simplified and understandable. Some grammatical mistakes could still

be spotted. Therefore, the researcher rechecked the course book and revised those

parts. The researcher already revised the sentence on page 13 which did not refer

to flights. The expert’s suggestion to add more pictures is considered unnecessary

since the pictures are already enough and suitable for each topic. Moreover, the

course book’s layout is already full.

The researcher concludes that the experts’ comments and suggestions were

positive. First, the experts agreed that the designed English course book is

practical, useful, and authentic. Second, the materials are clear and facilitates

communication activities which are based on the students’ diverse abilities,

interests, and learning styles. Lastly, the researcher needed to revise some parts of

the designed English course book related to the clarity of instructions,

grammatical mistakes, and suitable expressions.

3. User Validation Result (Implementation)

The researcher did the training or implementation to P3 Nusantara, a flight

attendant training center after conducting some revisions based on the feedback

and suggestions from the experts. The implementation was done two times by

focusing on the first two meetings in Unit 3. The topics were about telling time


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and price. The implementation was attended by fifteen students of P3 Nusantara.

The students’ level of English proficiency was good and considered in the

intermediate level. Therefore, it is in line with the interview result with the

English teachers.

The first meeting was done by learning how to tell the time in American and

British English. The students were so motivated to learn because they knew that

the materials were so useful. The learning objective was successfully achieved.

The students are able to give information about time. The second meeting was

attended by the same students. The students got some difficulties in telling the

price in millions. At the end of the class, the students achieved the learning

objective which was being able to tell the price.

After implementing the materials, the researcher distributed user validation

questionnaires to the students. This phase was included as summative evaluation

of ADDIE Instructional Design model. The aim of distributing the questionnaires

to the students was to gain opinion, feedback, and suggestions to improve the

designed English course book for the final revision. The result of the user

validation questionnaire is shown in Table 4.5.

Table 4.5 The Descriptive Statistics of the Users’ Opinion

No. Statements


agreement

Central


1 2 3 4 5 N M

Reactions

1 The designed English course book is

interesting. 0 0 1 8 6 15 4.33 Very Good


easy to learn. 0 0 1 8 6 15 4.33 Very Good


meets my needs to learn English. 0 0 0 6 9 15 4.60 Very Good

4 I feel satisfied with the training. 0 0 1 8 6 15 4.33 Very Good

5 I feel learning with the training. 0 0 1 6 8 15 4.47 Very Good

6 The skills taught in the designed

English course book are useful. 0 0 0 5 10 15 4.67 Very Good


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No. Statements


agreement

Central


1 2 3 4 5 N M

7 I feel satisfied with the way the

teacher teaches us. 0 0 2 3 10 15 4.53 Very Good

8 The materials are presented in an

organized manner. 0 0 1 5 8 15 4.20 Very Good

9 The materials are presented in

coherent manner. 0 0 3 4 8 15 4.33 Very Good

Learning

10 I acquire the knowledge I need from

the designed English course book. 0 0 2 6 7 15 4.33 Very Good

11 I am able to perform the skills

demonstrated in the course. 0 0 2 5 8 15 4.40 Very Good

12 I have improved my speed in

speaking. 0 0 1 9 5 15 4.27 Very Good

13 I have improved my accuracy. 0 0 2 9 4 15 4.13 Very Good

14 I have improved my technique in


15 I feel motivated when learning

English with the book. 0 0 2 6 7 15 4.33 Very Good

16 I feel more interested in learning


17 The book makes me aware of the

diversity of the students’ culture. 0 0 2 5 8 15 4.40 Very Good

Transfer

18 The training is successfully

transferred to the class. 0 0 4 3 8 15 4.27 Very Good

Impact

19 The English course book gives

positive impact for my motivation. 0 0 2 5 8 15 4.40 Very Good

20

The English course book gives

positive impacts for my

improvement.

0 0 2 5 8 15 4.40 Very Good

Learning Objectives

21



aviation.

0 0 1 5 9 15 4.53 Very Good

22




0 0 0 8 7 15 4.47 Very Good

23 The learning objectives are specific. 0 0 1 4 10 15 4.60 Very Good

Instructions


understandable. 0 0 1 8 6 15 4.33 Very Good

Activities

25

The activities in the designed

English course book draw on what I

will experience.

0 0 5 2 8 15 4.53 Very Good

26 The activities draw my current


27 The activities are relevant to my

affective needs. 0 0 4 3 8 15 4.27 Very Good

28 The activities allow me to solve

communication problem. 0 0 1 4 10 15 4.60 Very Good

29 The activities help me to develop my 0 0 1 4 10 15 4.60 Very Good


117

No. Statements


agreement

Central


1 2 3 4 5 N M

speaking skills.

30 The activities enhance my

vocabulary buildings. 0 0 1 5 9 15 4.53 Very Good

31 The activities enhance my grammar

rule in an inductive way. 0 0 1 7 7 15 4.40 Very Good


acquisition of pronunciation. 0 0 1 5 9 15 4.53 Very Good

33

The activities integrate the four skills

of speaking, listening, reading, and

writing.

0 0 2 7 6 15 4.27 Very Good



35


context so that I can have more

confidence in target culture.

0 1 4 4 6 15 4.00 Very Good

36 The activities enable me to gain

experience with real language use. 0 0 1 7 7 15 4.40 Very Good

37 The activities reflect authentic tasks. 0 0 1 5 9 15 4.53 Very Good

38 I get different types of practice and

responsibilities. 0 0 0 4 11 15 4.73 Very Good



40 The activities meet different learning

needs. 0 0 2 6 7 15 4.33 Very Good

Language Features


learn. 0 0 1 5 9 15 4.53 Very Good


me. 0 0 1 4 10 15 4.60 Very Good

Assessment

43 The assessment measures my ability

to perform the objectives. 0 0 3 6 6 15 4.20 Very Good

Design



Mean 4.41 Very Good

The students gave their opinions based on the designed English course book

they got and the training or implementation done by the researcher. The students

were expected to evaluate the designed English course book and the teaching

delivered by the researcher. Most of the students agreed and strongly agreed with

each statement. The mean is 4.41 which show that the designed English course

book is very good and has no need to be revised. However, the researcher

considered the students’ comments and suggestions from the open questions.


118

There was one student who did not give her comments and suggestions by leaving

the form blank. All of the students stated that the designed English course book is

good and interesting. They implied that the course book is simple to learn, useful,

and related to their needs. They also stated that the course book is learnable.

Moreover, the course book could motivate the students since it has vocabulary

building, grammar focus which learnt inductively, good pictures, contents, and

topics. The students could improve their speaking abilities and understanding in

many styles and ways of speaking English. The things to be improved were about

providing more writing activities, pronunciation audio, and giving the test. The

other suggestions were about the layout, activities that should meet different

learning, and more practicing time.


119

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the research and development

parts. The researcher also provides some suggestions for the English teachers of

flight attendant schools, the students, and for further research. In addition, the

suggestions part reflects the researcher’s comments on the teaching and learning

process.

A. CONCLUSIONS

The goals of the research were to design an English course book to improve

the English performance of the students of flight attendant schools, to give a

meaningful contribution to English language teaching especially for flight

attendant schools, and to improve the quality of human being by conducting this

research, especially for the researcher. The goals came from identifying the

problems of conduction this research. Based on the research’s goals and problems,

two research questions were formulated. The first questions investigated the

schematic model of the designed English course book. The second question asked

about the end product of the research which was the course book.

The first two phases of ADDIE Instructional Design model were

conducted to answer the first question. The first phase is Analysis which aims to

collect the data on the needs and context analysis. The researcher reviewed some

books, articles, and previous related studies to collect the data about the real

needs. The confirmation of the findings was done by interviewing a professional


120

flight attendant. To do the context analysis, the researcher conducted interview

with two English teachers of flight attendant schools. In designing the materials,

the researcher formulated the general goals, specific learning objectives, units,

topics, and activities in accordance with the real needs collected from the analysis

phase.

The last three steps of ADDIE Instructional Design model were conducted

to answer the second question of the research. The researcher developed the

English course book, evaluated the first draft to the experts, implemented the

course book and gained the feedback and suggestions from the user validation

questionnaire. The researcher revised the final version of the course book based

on the users’ opinion and suggestions.

The result of the expert and user validation showed that the designed

English course book for flight attendant schools was very good and considered as

practical as a whole. The students were interested in and motivated to learn

English with the course book since it is learnable and useful. The designed

English course book is considered acceptable with a few revisions. The main

revisions were about the clarity of the instructions and the use of suitable

expressions which deal with flights.

The English course book for flight attendant schools is already good,

effective and acceptable. The course book is designed through empirical and

theoretical ways. Therefore, it contributes for the science of the book itself. This

research has the authentic learning materials which is meaningful to the

development of English learning for flight attendant schools. The English teachers

may use this book as one of the references to teach the students with functional


121

topics, various activities, and more speaking practices. The students who use the

course book will get the benefit which is improving their speaking as the main

skill to improve. From the evaluation, the students liked the course book because

of its effectiveness. Lastly, the researcher could improve her quality in designing

an English course through some revisions. The skills in producing materials were

improved by the theories and practice.

B. SUGGESTIONS

This part elaborates the suggestions for the English teachers, students, and

other researchers who might be eager to conduct similar research. The suggestions

reflect the researcher’s evaluation after conducting the research. The aim of giving

the suggestions is to improve the quality of being teachers, students, and

researchers.

1. Suggestions for English Teachers of Flight Attendant Schools

Based on the syllabus investigation, the researcher found out that the goals

of learning are not stated. The goals will break down the learning objectives,

topics, and activities. The English teachers should provide the goals and

objectives so that the students know how and what to learn.

Regarding the goals of learning are to improve the students’ speaking skills,

the researcher suggests using communicative approach which the students do not

only memorize the patterns, structures of certain tenses, or the expressions, but

also motivated to share their own ideas, their stories, and opinions. Therefore, the

designed English course book facilitates the needed learning style that the

students primarily needs.


122

The designed English course book is considered as a useful guideline for the

teachers to learn the authentic materials for the flight attendant candidates. As the

communicative media to instruct the students to speak up, the course book should

be delivered in a good sequence so that the learning objectives can be achieved.

The more successful delivery will be based on a good preparation. Hence, the

teachers should comprehend the theories of communicative approach and read the

syllabus before teaching.

2. Suggestions for the Students

The main goals of the designed English course book are to improve

students’ speaking proficiency and prepare them to join the job interview with

some English tests. To achieve the goals, students are expected to be proactive in

the class. The students should ask to the teachers about the things they do not

understand. When the students are assigned to discuss certain topics, speak more

actively and do not be afraid to make mistakes. The teachers will give feedback on

every detail of the students’ performance. Since the teaching and learning process

is students-centered, the students should cooperatively participate in each activity.

As the benefit of learning English from the “Fly High with English” course

book, the students will improve their speaking skills by learning authentic

materials. By learning consistently, the students will get ready to face several

English tests including the job interview. The students should learn each topic

effectively from the first until the last unit. The topics were arranged based on the

real situations from introducing self, pre-take-off, after landing, until the learning

the job interview tips and practice it.


123

3. Suggestions for Further Research

The designed English course book is developed for the students in

intermediate level. A similar research on the other levels of students’ proficiency

is suggested to conduct. Another course book for beginner level students is also

needed to prepare the candidates of flight attendant before joining the schools.

The researcher also recommends that the future researcher can conduct a

research which implement the whole units of the designed English course book.

The research might take time but it contributes something meaningful to English

education. Therefore, an Ex Post Facto research could be condcuted to find the

effectiveness of the treatment or certain learning model.


124

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APPENDICES

Page

Appendix 1 Surat Permohonan Izin Penelitian ........................................... 129

Appendix 2 Jogja Flight Syllabus ................................................................ 130

Appendix 3 Interview Blueprint .................................................................. 133

Appendix 4 Questionnaire Blueprint ............................................................136

Appendix 5 Interview Result ....................................................................... 144

Appendix 6 Questionnaire Result ................................................................ 150

Appendix 7 Sample of Questionnaire Result ................................................156

Appendix 8 Syllabus of the Designed English Course Book .......................162


129

Appendix 1 Surat Permohonan Izin Penelitian


130

Appendix 2 Jogja Flight Syllabus

Syllabus of English

Jogja Flight Syllabus

No Topic Material Activities

1 Introduction - Introduce student self - Introduce someone else - Opening, conducting, and

closing conversation - Spell Name - Greeting

- - Practice some useful expressions

R - Role play

2 Time, Number & Date

- Time - Date - Price

- Practice some useful “time expressions”

- Practice some useful “date expression”

- Practice “buying and selling” activities

3 Simple Present Tense

- Daily Activities - Facts - Exercise

- Tell daily activities, hobby, and facts

4 Leisure Time - Job - Hobby and interest

- Describing jobs - Tell about hobby and

interest

5 Present Continuous tense

- Exercise - Translation

- Practice to use present continuous tense in sentences orally

- Do exercise to differentiate between simple present tense and present continuous tense

- Translate sentences

6 Simple Future tense

- Plans - Exercise - Speaking

- Discussion - Do exercise - Speaking about Future

Plans

7 Simple Past Tense

- Past events - Exercise - Regular & Irregular verbs

- Do exercise - Tell past events

8 Present Perfect Tense

- Present Perfect Tense - Regular & Irregular Verbs - Exercise

- Questions & Answers - Do Exercise to

differentiate between simple past tense & present perfect tense

9 Passive Voice - Exercise - Do exercise to change from active sentence to passive sentence and vice versa


131

10 WH-Questions - WH-Questions - Exercise

- Question & Answer - Do exercise

11 Giving Information

- Asking and Giving Information about flight schedule, number of gate, number of seat

- Role play in some

Situation

12 Direction - Asking and Giving Direction - Make up dialogue and practice

13 On The Telephone

- Telephoning Expressions - Daily conversations on

telephone - Taking order by telephone - Making reservation by

telephone

- Make up dialogue and practice

14 In Restaurant - Ordering Meals

- Store Tour


- Role Play as a guide on a store tour

in a restaurant

15 Dealing with Complaint

- Giving Complaint - Resolving Complaint - Apology Expressions


16 Traveling & Vacation

- Tourism Places - Do’S & Dont’s

-Tell the tourism places

- Recommend tourism places

- Tell Do’s & Dont’s

17 Selling & Offering

- Telling product & price - Offering help, service,

product, etc

-Role Play

18 Foods & Beverages

- Kind of Foods - Kind of beverages

-Take note

-Tell Foods & Beverages

19 Weather & Season

- Kind of weather - Kind of season

-Tell weather

-Tell season

-Discuss seasonal activities

20 Describing people

- Appearance - Personality

-Describe appearance

-Describe Personality

-Do “Guessing” Game


132

21 Training & Safety

- Work responsibilities - Workplace - Equipment & supplies

-Ask about work responsibilities

-Describe the workplace

-Discuss equipment & supplies

22 Asking & Giving Opinion

- Asking Opinion - Giving Opinion - Agreement - Disagreement

-Practice to use asking and giving opinions

-Practice to use agreement & disagreement

23 Watching A Movie

- English Movies -Watch a movie

-Understand the movie

-Get information from the movie

24 Job Interview - Preparing Job Interview

- Telling about student self

- Telling about personality

- Telling about family

- Telling about Hometown

- Telling about Motivation

- Telling about Experience

- Job Interview Simulation

- Answer many kinds of questions in Job

Interview Session

- Role play on Job Interview Situation


133

Appendix 3 Interview Blueprint and Guideline

Interview Guideline Blueprint (For the English Teachers) Adapted from

Graves (2000) Types of Information that can be Gathered when Assessing

Needs

No Aspects No Questions Number of

Item

A Information about the present

The learners

1 What is the students’ age?

1, 2, 3, 4

2 How much is the percentage of

the students’ gender?

3 What is their educational

background?

4 Is it a multicultural group?

The students’ level of

language proficiency

1

What is their level of

proficiency in speaking,

reading, listening, and writing? 5, 6

2

How is their grammar,

vocabulary mastery and

pronunciation skills?

The students’ interests

1

What topics do the students like

in the teaching and learning

process? 7, 8

2 What is the students’ attitude

toward the topics given by you?

The learning preferences

1

What is the learning and

teaching method you use in

class?

9, 10, 11,

12, 13

2

What are the activities do the

students have in the teaching

and learning process?

3 How do the students expect to

be tested?

4 How well the students work in

groups?

5 What is your role in the

teaching and learning process?

The students’ attitude

1 What is their attitude toward

themselves as the learners? 14, 15

2 What is their attitude toward the

target language and culture?

B Information about what the learners need to learn, want to change


134


Item

The goals and expectation

of learning

1 What are the goals of learning

English? 16, 17

2 What do they expect to learn?

The target contexts 1 What topics will they need to be

able to communicate? 18

Types of communicative

skills and tasks

1 For what purpose are they using

English? 19

Language modalities 1 What skills they should improve

more? 20

Interview Guideline Blueprint (For the Flight Attendant of Garuda

Indoenesia)

Adapted from Commercial and Business Aviation (2008), Flight

Attendant Training Standard and Graves (2000) Types of Information

that can be Gathered when Assessing Needs


Item

A Types of communicative

skills and tasks

1 For what purpose are they using

English? 1

B Language modalities

1 What skills they should improve

more? 2

C Topics confirmation

1

Is the learning process divided

into three main topics such as

pre-take-off service, in-flight

service, and after-landing

service? Why?

3, 4, 5, 6

2

Do the students need to learn

about giving a short

introduction, job interview,

giving direction, telling time

and date in English? Why?

3

Based on the literature review,

the students will learn about

aviation terminology, greeting,

asking for information about

willingness to do something,

giving safety flight

demonstrations, giving

announcement, offering help,

and expressing gratitude

politely. Are those topics


135


Item

relevant with the flight

attendants’ jobs?

4

What are the other topics given

in the syllabus or the teaching

and learning process?


136

Appendix 4 Questionnaire Blueprint

QUESTIONNAIRE BLUEPRINT OF EXPERT VALIDATION

I. Closed Questions

No. Aspects No. Statements Number of Item

A Goals of the Design

According to Holden (2015, 3),

“the ultimate goal of designing

instruction is to improve human

performance.”

Moss (2012, 2) says that

“Instructional Design is the

practice of creating instructional

tools and content to help facilitate

learning most effectively.”

1 The designed English course

book improves the students’

performance.

1, 2

2 The designed English course

book facilitates the learning

effectively.

B Learning Objectives

Dudley-Evans (1997) as cited in

Anthony (2008, 2) argues that

“ESP is defined to meet specific

needs of the learners.”

Graves (2000, 94, 76),says that

“For this reason, the objective

must relate to the goal.”

“Objectives should be more

specific than goals.”

1 The learning objectives are in

line with the students’ future

jobs in aviation.

3, 4, 5

2 The learning objectives are in

line with the students’ needs in

dealing with a job interview.

3 The learning objectives are

specific.

C Instructions

Aiguo (2007, 1) as cited in

Dibanaka and Hiranburana

(2012) argue that “a good

command of English language

will enable them to communicate

with their counterparts around the

world and serve their customers

better on work-related issues.”

1 The instructions in each

activity are understandable.

6

D Activities

According to Graves (2000, 152-

155),

“activities should draw on what

students know (their experience,

their current situations) and be

relevant to them.”

“activities should focus on

students’ outside of class needs,

1 The activities in the designed

English course book draw on

what the students will

experience.

7, 8, 9, 10, 11, 12,

13, 14, 15, 16, 17,

18, 19, 20, 21, 22,

23

2 The activities draw their

current situations.

3 The activities are relevant to

the students’ needs to work as

flight attendants.


137


if appropriate, so that needs can

be met”

“activities should build students’

confidence”

“activities should allow students

to problem solve, discover,

analyze”

“activities should help students

develop specific skills and

strategies, so that they can

transfer skills to other learning

situations”

“activities should help students

develop specific language and

skills they need for authentic

communication”

“activities which are integrated

the four skills of speaking,

listening, reading, and writing

because the four skills mutually

reinforce each other”

“activities should justify how a

text is constructed so that

students can gain access to

similar text”

“good activities deals with “the

cultural context and cultural

differences so the students can

have more confidence in target

culture and understand own

culture better”

“ activities should also “enable

students to develop social

awareness so they can navigate

systems in target culture, and be

as authentic as possible so that

students see relationship with real

language use, so that students

gain experience with real

language use”

“activities should aim for

authentic tasks”

4 The activities are relevant to

the students’ affective needs.

5 The activities allow the

students to solve

communication problem.

6 The activities help the students

to develop their speaking skills.

7 The activities enhance

vocabulary buildings.

8 The activities enhance grammar

rule in an inductive way.


acquisition of pronunciation

10 The activities integrate the four

skills of speaking, listening,

reading, and writing.


authentic texts.

12 The activities deal with the

cultural context so that the

students can have more


13 The activities enable the

students to gain experience

with real language use.

14 The activities reflect for

authentic tasks.

15 The students get different types

of practice and responsibilities.

16 The English course book

contains various engaging

activities.


learning needs.


138


“activities should vary the roles

and groupings, within the class:

so that students get different

types of practice and

responsibilities, with respect to

social context: so that students

experience/analyze different

social roles”

”activities should employ a

variety of materials, to engage

students, to meet different

learning needs.”

E Language Features

Nation (2007, 5) says that,

“language-focused learning will

succeed when students have

conscious attention to language

features, when they should

process the language features

deeply and considerate ways,

when there should be chance to

provide spaced and repeated

attention to the same features,

when the features that students

learn should be simple and should

not depend on the knowledge that

they do not have, and when

features in language-focused

learning should also be included

in the other three strands

frequently.”

1 The language features are

simple to learn.

24, 25

2 The language features are

familiar to the students.

F Assessment

According to Dick and Carey

(2009, 6), “based on the

instructional analysis, you

develop assessments that are

parallel to and measure the

learners’ ability to perform what

you described in the objectives.”

1 The assessment measures the


objectives.

26

G The design

According to Graves (2000, 76),

“through objectives, a goal is

broken down into learnable and

teachable units.”

1 The units are learnable. 27, 28

2 The units are teachable.


139

II. Open questions

1. What is your opinion to the designed English course book for flight

attendant schools in general?

2. What are the good things related to the designed English course book for

flight attendant schools?

3. What are the things that have to be improved related to the designed

English course book for flight attendant schools?

QUESTIONNAIRE BLUEPRINT OF USER VALIDATION

I. Closed Questions

No. Aspects No. Statements Number of

Item

A Reactions

Kirkpatrick’s (1994) as cited in Holden

(2015, 14-15) says:

Reaction phase “assesses students’

initial reactions to a course, per se, what

did the students think of the training

program and measure students’

satisfaction with a course.”

“if the students like the English

textbook and the relevance to their job”

Affective Reactions deal with the

students’ preference and satisfaction of

using the English course book. Utility

Reactions items assess students’

perceptions the information and skills

taught were useful and job relevant.

Instructor reactions deal with

satisfaction with instructor assesses the

students’ perceptions of the instructor’s

contributions to learning. Course

Delivery Reactions justify the

satisfaction with delivery assesses

students’ perceptions the material was

presented in an organized and coherent

manner.

1 The designed

English course book

is interesting.

1, 2, 3, 4, 5,

6, 7, 8, 9

2 The designed

English course book

is easy to learn.

3 The designed

English course book

meets my needs to

learn English.

4 I feel satisfied with

the training.

5 I feel learning with

the training.

6 The skills taught in

the designed

English course book

are useful.

7 I feel satisfied with

the way the teacher

teaches us.

8 The materials are

presented in an

organized manner.

9 The materials are

presented in

coherent manner.

B Learning


140


Item

Kirkpatrick (1994) as cited in Holden

(2015, 15) says that:

Cognitive Outcomes “include the

acquisition of declarative knowledge

the facts and principles presented in the

course.”

Skill-based Outcomes “indicate the

students’ ability to perform the skills

demonstrated in the course.”

The criteria of evaluating the students’

skills are the “speed, accuracy, and

technique.”

The Affective Outcomes “include

changes in trainees’ attitudes and

motivation levels.”

The criteria of evaluation for the

Affective Outcomes are the students’

“organizational commitment, tolerance

for diversity, and self-efficacy.”

1 I acquire the

knowledge I need

from the designed

English course

book.

10, 11, 12,

13, 14, 15,

16, 17

2 I am able to perform

the skills

demonstrated in the

course.

3 I have improved my

speed in speaking.


accuracy.


technique in

speaking.

6 I feel motivated

when learning

English with the

book.

7 I feel more

interested in

learning English

with the book.

8 The book makes me

aware of the

diversity of the

students’ culture.

C Transfer


(2015, 16) says that:

“a behavioral outcomes indicate if the

material presented in training is

successfully transferred to the

workplace.”

1 The training is

successfully

transferred to the

class.

18

D Impact


(2015, 16) says that:

This level “assesses the results from

training allows an organization to

examine the impact of training on

organizational objectives.”

1 The English course

book gives positive

impact for my

motivation.

19, 20


book gives positive

impacts for my

improvement.

E Learning Objectives

Dudley-Evans (1997) as cited in

Anthony (2008, 2) argues that “ESP is

defined to meet specific needs of the

1 The learning

objectives are in line

with the students’

21, 22, 23


141


Item

learners.”

Graves (2000, 76, 94) says that,

“For this reason, the objective must

relate to the goal.”

“Objectives should be more specific

than goals.”

future jobs in

aviation.

2 The learning

objectives are in line

with the students’

needs in dealing


3 The learning

objectives are

specific.

C Instructions

Aiguo (2007) as cited in Dibanaka and

Hiranburana (2012, 1) argue that “a

good command of English language

will enable them to communicate with

their counterparts around the world and

serve their customers better on work-

related issues.”

1 The instructions in

each activity are

understandable.

24

D Activities

According to Graves (2000, 152-155),

“activities should draw on what

students know (their experience, their

current situations) and be relevant to

them”

“activities should focus on students’

outside of class needs, if appropriate, so

that needs can be met”

“activities should build students’

confidence”

“activities should allow students to

problem solve, discover, analyze”

“activities should help students develop

specific skills and strategies, so that

they can transfer skills to other learning

situations”

“activities should help students develop

specific language and skills they need

for authentic communication”

“activities which are integrated the four


1 The activities in the

designed English

course book draw

on what I will

experience.

25, 26, 27,

28, 29, 30,

31, 32, 33,

34, 35, 36,

37, 38, 39,

40 2 The activities draw

my current

situations.

3 The activities are

relevant to my

affective needs.

4 The activities allow

me to solve

communication

problem.

5 The activities help

me to develop my

speaking skills.

6 The activities

enhance vocabulary

buildings.

7 The activities

enhance grammar

rule in an inductive

way.

8 The activities

enhance the

acquisition of


142


Item

and writing because the four skills

mutually reinforce each other”

“activities should justify how a text is

constructed so that students can gain

access to similar text”

“good activities deals with “the cultural

context and cultural differences so the

students can have more confidence in

target culture and understand own

culture better”

“ activities should also “enable students

to develop social awareness so they can

navigate systems in target culture, and

be as authentic as possible so that

students see relationship with real

language use, so that students gain

experience with real language use”

“activities should aim for authentic

tasks”

“activities should vary the roles and

groupings, within the class: so that

students get different types of practice

and responsibilities, with respect to

social context: so that students

experience/analyze different social

roles”

”activities should employ a variety of

materials, to engage students, to meet

different learning needs”

pronunciation.

9 The activities

integrate the four

skills of speaking,

listening, reading,

and writing.


book contains

authentic texts.

11 The activities deal

with the cultural

context so that I can

have more

confidence in target

culture.

12 The activities enable

me to gain

experience with real

language use.

13 The activities reflect

authentic tasks.

14 I get different types

of practice and

responsibilities.


book contains

various engaging

activities.

16 The activities meet

different learning

needs.

E Language Features

Nation (2007, 5) says that, “language-

focused learning will succeed when

students have conscious attention to

language features, when they should

process the language features deeply

and considerate ways, when there

should be chance to provide spaced and

repeated attention to the same features,

when the features that students learn

should be simple and should not depend

on the knowledge that they do not have,

and when features in language-focused

learning should also be included in the

1 The language

features are simple

to learn.

41, 42

2 The language

features are familiar

to me.


143


Item

other three strands frequently.

F Assessment

According to Dick and Carey (2009, 6),

“based on the instructional analysis,

you develop assessments that are

parallel to and measure the learners’

ability to perform what you described

in the objectives.”

1 The assessment

measures my ability

to perform the

objectives.

43

G The design

According to Graves (2000, 76),

“through objectives, a goal is broken

down into learnable and teachable

units.”

1 The units are

learnable.

44, 45

2 The units are

teachable.

II. Open questions

1. What is your opinion to the designed English course book for flight

attendant schools in general?

2. What are the good things related to the designed English course book for

flight attendant schools?

3. What are the things that have to be improved related to the designed

English course book for flight attendant schools?


144

Appendix 5 Interview Result

THE INTERVIEW RESULT OF NEEDS ANALYSIS WITH A FLIGHT

ATTENDANT OF GARUDA INDONESIA

Notes: The interviewee is still working as a flight attendant in Garuda Indonesia.

She has been working in Garuda Indonesia for eight years. She lives in Jakarta

that is why the interview was conducted via WhatsApp conversation.

No. Questions Information

Types of communicative skills and tasks

1 For what purpose are you using English?

Melayani tamu.

kayanya sejauh ini gak ada masalah

deh ketika melayani tamu dgn

bahasa inggris..hehe

Language modalities

2 What skills you should improve more?

Menurutku speaking menjadi salah

satu skill utama sih utk jadi

pramugari, karena di saat kami

bekerja, kami berinteraksi lgsg

dengan banyak tamu, dari berbagai

propinsi, negara..jadi otomatis

kemampuan speaking dalam

berbahasa Inggris sangat penting

Topics confirmation

3 Is the learning process divided into three

main topics such as pre-take-off service,

in-flight service, and after-landing

service? Why?

Pembagian topiknya menurutku itu

udah sesuai.

4 Do the students need to learn about giving

a short introduction, job interview, giving

direction, telling time and price in

English? Why?

Yes. Karena penting banget untuk

kasih tau arah toilet, tempat-tempat

di bandara. Apalagi tentang job

interview.

5 Based on the literature review, the

students will learn about aviation

terminology, greeting, asking for

information about willingness to do

something, giving safety flight

demonstrations, giving announcement,

and offering help. Are those topics

relevant with the flight attendants’ jobs?

Sangat relevant.

6 What are the other topics given in the

syllabus or the teaching and learning

process?

Maksudnya topik gmn nih? Klo utk

kebutuhan di dunia kerja aku sih ya

lebih ke conversation sih..itu bukan

maksud pertanyaan Sisil? Mungkin


145

utk topik budaya bisa dimasukkan,

menurutku itu bagus banget krn kan

Garuda sebagai perusahaan

penerbangan indonesia, dimana

indonesia sendiri punya banyak

kebudayaan, dgn topik budaya yg

dikuasai, sebagai pramugari juga jadi

dapat mempromosikan indonesia ke

dunia luar, terutama di saat

menjalankan penerbangan luar

negeri.

Saran aku agar pembelajaran bhs

inggris itu efektif utk calon

pramugari adalah memperbanyak

latihan berbicara, karena nanti di

lapangan akan berinteraksi lgsg

dengan tamu


146

THE INTERVIEW RESULT OF NEEDS ANALYSIS WITH AN ENGLISH

TEACHER OF JOGJA FLIGHT


Who the learners are

1 What is the students’ age? 17 – 24 years old. But most of them

are 17 and 18 years old.

2 How much is the percentage of the

students’ gender?

For flight attendant maybe only 80

% of women and 20% of men.

3 What is their educational background? Actually from vocational and senior

high school.

4 Is it a multicultural group? Yes. From Lubuk Linggau, Borneo,

and Java.

The students’ level of language proficiency

5

What is their level of proficiency in

speaking, reading, listening, and writing?

They have good proficiency but they

have different proficiency but

actually they quiet good because

they have a test before entering the

school. They are in intermediate

level. Quite fluent in speaking. They

don’t need basic grammar. We also

teach some of grammar.

6 How is their grammar, vocabulary

mastery and pronunciation skills?

Good in all skills but no for the

motivation.


7

What topics do the students like in the


Interesting topic, English movies,

current issues, artists, tourism places,

movies, songs, giving direction.

8

What is the students’ attitude toward the

topics given by you?

Their motivation. Because it’s a one

year program. They will take lessons

in four months at the beginning and

they will take recruitments, job

training and the students left behind

they don’t have good motivation to

study because their friends already

work or also dormitory. I need to

check the dorm. Sometimes I need to

go there. The place, no place in the

dorm, only use the empty space.

The students didn’t come to campus

and I have to go there.


9

What is the learning and teaching method

you use in class?

It’s more on speaking.

Communicative method. Their needs

to have an interview. For grammar

also but they only need that for

several English tests to pass the

interview. They don’t want to come

to the class because it’s far from


147


their dormitory and they have to

wear high heels.

10

What are the activities do the students

have in the teaching and learning process?

Playing games. Ask some questions

about their lives for the warming-up

activity. Main activity, I just give

game. After the game we conclude.

11 How do the students expect to be tested? Speaking.

12 How well the students work in groups? Quite well moreover if they have

games.

13 What is your role in the teaching and

learning process?

My role is as the teacher and

facilitator.


14 What is their attitude toward themselves

as the learners?

Lack of motivation.

15 What is their attitude toward the target

language and culture?

They don’t think about that.

The goals and expectations of learning

16 What are the goals of learning English? Improving speaking and passing the

job interview with the English tests.

17 What do they expect to learn? More speaking practices.

The target contexts

18

What topics will they need to be able to

communicate?

Usually the students have already

known their place for example City

Link, they have already known about

that. They know better than me.

They just need simple English.

Colors, daily activities, shape of the

things, direction.


19 For what purpose are they using English? Improving their speaking.

Language modalities

20 What skills they should improve more? Speaking.

THE INTERVIEW RESULT OF NEEDS ANALYSIS WITH AN ENGLISH

TEACHER OF P3 NUSANTARA


Who the learners are

1 What is the students’ age? 17 – 19. Most of them graduate from

high schools.

2 How much is the percentage of the

students’ gender?

90% women and 10% women.

3 What is their educational background? Senior high schools with different

majors.

4 Is it a multicultural group? Ya sure. All around Indonesia also


148


Jayapura.

The students’ level of language proficiency

5

What is their level of proficiency in

speaking, reading, listening, and writing?

Very standard. Grammar and writing

still beginner. They are basic and

intermediate. They had the English

writing and speaking test before but

we put them in the same class.

6 How is their grammar, vocabulary

mastery and pronunciation skills?

Just standard.


7

What topics do the students like in the


Most o them want to know how

handle interview also about story

telling and games.

8 What is the students’ attitude toward the

topics given by you?

They are really interested in the

materials.


9

What is the learning and teaching method

you use in class?

A lot of speaking a little bit

grammar. And we use also English

dormitory in the small groups but

every day I ask them to speak

English. I give them “punishment” if

they don’t want to speak English.

Pay some money.

10

What are the activities do the students

have in the teaching and learning process?

Story telling as ice breaking and

after that we give game, and

speaking.

11 How do the students expect to be tested? Speaking assessment.

12 How well the students work in groups? They love to do some homework and

activities in groups.

13 What is your role in the teaching and

learning process?

I think student-centered.


14

What is their attitude toward themselves

as the learners?

The students are still confused.

When they know when time is

running out then they are not serious.

15

What is their attitude toward the target

language and culture?

Our target is to follow the interview,

application letter, speaking and

communication in English.

The goals and expectations of learning

16

What are the goals of learning English? I want them to use English when

they communicate. They will have

self confidence when they talk in

English, so they can enjoy and be

confident and fluent. Good grammar

also because certain airlines, they

have written test.

17 What do they expect to learn? They are not shy anymore. They can

speak English confidently.

The target contexts

18 What topics will they need to be able to

communicate?

Daily conversation. If they speak

English well their confidence is good


149


also.


19

For what purpose are they using English? Improve their speaking, to be more

confident, and to join the job

interview.

Language modalities

20 What skills they should improve more? Speaking.


150

Appendix 6 Questionnaire Result

QUESTIONNAIRE RESULT OF EXPERT VALIDATION

Closed Questions

No. Statements


agreement

Central


1 2 3 4 5 N M

Goals of the Design


improves the students’ performance. 0 0 0 1 1 2 4.5 Very Good


facilitates the learning. 0 0 0 1 1 2 4.5 Very Good

Learning Objectives

3



aviation.

0 0 0 1 1 2 4.5 Very Good

4




0 0 0 1 1 2 4.5 Very Good

5 The learning objectives are specific. 0 0 0 1 1 2 4.5 Very Good Instructions


understandable. 0 0 0 2 0 2 4 Very Good

Activities

7


English course book draw on what

the students will experience.

0 0 0 1 1 2 4.5 Very Good

8 The activities draw their current


9

The activities are relevant to the

students’ needs to work as flight

attendants.

0 0 0 1 1 2 4.5 Very Good

10 The activities are relevant to the

students’ affective needs. 0 0 0 1 1 2 4.5 Very Good

11 The activities allow the students to

solve communication problem. 0 0 1 0 1 2 4 Very Good

12 The activities help the students to

develop their speaking skills. 0 0 1 0 1 2 4 Very Good

13 The activities enhance vocabulary

buildings. 0 0 0 1 1 2 4.5 Very Good

14 The activities enhance grammar rule

in an inductive way. 0 0 0 1 1 2 4.5 Very Good


acquisition of pronunciation 0 0 1 0 1 2 4 Very Good

16

The activities integrate the four


and writing.

0 0 0 1 1 2 4.5 Very Good


151

No. Statements


agreement

Central


1 2 3 4 5 N M



18


context so that the students can have

more confidence in target culture.

0 0 0 2 0 2 4 Very Good

19

The activities enable the students to

gain experience with real language

use.

0 0 0 1 1 2 4.5 Very Good

20 The activities reflect authentic tasks. 0 0 1 0 1 2 4 Very Good

21 The students get different types of

practice and responsibilities. 0 0 0 2 0 2 4 Very Good




learning needs. 0 0 0 1 1 2 4.5 Very Good

Language Features


learn. 0 0 0 1 1 2 4.5 Very Good


the students. 0 0 0 1 1 2 4.5 Very Good

Assessment

26

The assessment measures the


objectives

0 0 0 1 1 2 4.5 Very Good

The Design Very Good



Mean 4.4 Very Good

Open Questions

No. Name Question 1 Question 2 Question 3

1 Lecturer 1 -Materials contain

examples,

explanations, practices,

online sources (video)

which are arranged

logically.

-Real-world

applications are

relevant to the

students.

-Tasks apply to the

diversity of students and

their abilities, interests,

and learning styles.

-The designed material

facilitates

communication activities

which encourage

students to engage.

-Instructions for Task

4 (page 5) should be

revised.

-Some grammatical

mistakes can still be

spotted.

2 Lecturer 2 Practical as a whole. Clear and useful

examples and exercises.

-Some examples

(sentences) are not

about flights. Change

them? See page 13:

Would you come to

my party?

-Add some more

pictures/images?


152

QUESTIONNAIRE RESULT OF USER VALIDATION

Closed Questions

No. Statements


agreement

Central


1 2 3 4 5 N M

Reactions


interesting. 0 0 1 8 6 15 4.33 Very Good


easy to learn. 0 0 1 8 6 15 4.33 Very Good


meets my needs to learn English. 0 0 0 6 9 15 4.60 Very Good

4 I feel satisfied with the training. 0 0 1 8 6 15 4.33 Very Good

5 I feel learning with the training. 0 0 1 6 8 15 4.47 Very Good

6 The skills taught in the designed

English course book are useful. 0 0 0 5 10 15 4.67 Very Good

7 I feel satisfied with the way the

teacher teaches us. 0 0 2 3 10 15 4.53 Very Good

8 The materials are presented in an

organized manner. 0 0 1 5 8 15 4.20 Very Good

9 The materials are presented in

coherent manner. 0 0 3 4 8 15 4.33 Very Good

Learning

10 I acquire the knowledge I need from

the designed English course book. 0 0 2 6 7 15 4.33 Very Good

11 I am able to perform the skills

demonstrated in the course. 0 0 2 5 8 15 4.40 Very Good

12 I have improved my speed in


13 I have improved my accuracy. 0 0 2 9 4 15 4.13 Very Good

14 I have improved my technique in


15 I feel motivated when learning

English by the book. 0 0 2 6 7 15 4.33 Very Good

16 I feel more interested in learning


17 The book makes me aware of the

diversity of the students’ culture. 0 0 2 5 8 15 4.40 Very Good

Transfer

18 The training is successfully

transferred to the class. 0 0 4 3 8 15 4.27 Very Good

Impact

19 The English course book gives

positive impact for my motivation. 0 0 2 5 8 15 4.40 Very Good

20

The English course book gives

positive impacts for my

improvement.

0 0 2 5 8 15 4.40 Very Good

Learning Objectives

21



aviation.

0 0 1 5 9 15 4.53 Very Good

22 The learning objectives are in line

with the students’ needs in dealing 0 0 0 8 7 15 4.47 Very Good


153

No. Statements


agreement

Central


1 2 3 4 5 N M


23 The learning objectives are specific. 0 0 1 4 10 15 4.60 Very Good

Instructions


understandable. 0 0 1 8 6 15 4.33 Very Good

Activities

25


English course book draw on what I

will experience.

0 0 5 2 8 15 4.53 Very Good

26 The activities draw my current


27 The activities are relevant to my

affective needs. 0 0 4 3 8 15 4.27 Very Good

28 The activities allow me to solve

communication problem. 0 0 1 4 10 15 4.60 Very Good

29 The activities help me to develop my

speaking skills. 0 0 1 4 10 15 4.60 Very Good

30 The activities enhance my

vocabulary buildings. 0 0 1 5 9 15 4.53 Very Good

31 The activities enhance my grammar

rule in an inductive way. 0 0 1 7 7 15 4.40 Very Good


acquisition of pronunciation. 0 0 1 5 9 15 4.53 Very Good

33

The activities integrate the four skills

of speaking, listening, reading, and

writing.

0 0 2 7 6 15 4.27 Very Good



35


context so that I can have more


0 1 4 4 6 15 4.00 Very Good

36 The activities enable me to gain

experience with real language use. 0 0 1 7 7 15 4.40 Very Good

37 The activities reflect authentic tasks. 0 0 1 5 9 15 4.53 Very Good

38 I get different types of practice and

responsibilities. 0 0 0 4 11 15 4.73 Very Good



40 The activities meet different learning

needs. 0 0 2 6 7 15 4.33 Very Good

Language Features


learn. 0 0 1 5 9 15 4.53 Very Good


me. 0 0 1 4 10 15 4.60 Very Good

Assessment

43 The assessment measures my ability

to perform the objectives. 0 0 3 6 6 15 4.20 Very Good

Design



Mean 4.41 Very Good


154

Open Questions


1 Student 1 Very good and

interesting.

Easy to learn. More writing

practice.

2 Student 2 - - -

3 Student 3 It’s already good. It’s simple to learn. It’s simple to learn.

4 Student 4 The book is already

good. Easy to learn

and to teach.

Add my vocab

building. Interesting to

learn. Easy to

understand. I learn

grammar indirectly.

I think everything

is good.

5 Student 5 The book is very

good. It contains

materials we need to

be flight attendant.

Improved my

speaking.

I think the book is

already good and

nothing to change.

6 Student 6 Overall the book is

good and help me to

work in aviation

especially in flight

attendant.

Easy to understand and

make me understand

the use of grammar. It

helps me to speak

formal and informal

way in English.

I think audio is

needed to make

sure our

pronunciation is

right.

7 Student 7 The book is good

and it motivates me

to learn English

more better.

I like all the contents,

topics, and pictures.

No need to

improve. Good. But

more writing

please.

8 Student 8 I’m very interested

in the course book

because it has

pictures. Easy to

learn.

I know the difference

between British and

American, and I know

the right

pronunciation.

I think it’s very

good already.

9 Student 9 Good because eye

catching and easy to

understand the

content from the

designed.

The template. The

content.

The text test. The

layout.

10 Student 10 The design English

course book is

simple to learn,

useful, and very

related to my needs.

The pictures, the goals

are provided, the

contents.

-

11 Student 11 I think, the book is

good and easy to

understand so can be

learnt well.

Easy to learn. Add

vocabularies. Very

interesting to see from

the cover and makes

me want to learn the

book.

I think nothing to

change because the

book is good.

12 Student 12 I think it is so good

book.

I love the picture. I can

easy understand the

material and I love

missnya.

I think Miss Sisil

should explain this

book more clear

and easier.

13 Student 13 It’s easy to learn. The training is useful The activities that


155


for the reader. should meet

different learning

needs.

14 Student 14 I think the book is

very helpful and

useful in improving

my English.

I like the outline,

simple but easy to

understand.

More writing

activities. Too

many speakings.

15 Student 15 The cover is

attractive. The color

of blue represents

the flight attendant

school. The material

is helpful in

improving students’

skill needs.

The expressions box is

useful to enrich

vocabulary.

Practicing time.


156

Appendix 7 Sample of Questionnaire Result


157


158


159


160


161


162

Appendix 8 Syllabus of the Designed English Course Book

SYLLABUS

ENGLISH FOR FLIGHT ATTENDANT SCHOOLS

BY SISILIA ENDAH LESTARI

(The English Course Book could be accessed in

https://drive.google.com/drive/folders/0B-jz8X8g9wrsbzlxVDMxWmpYTjg )

No. Topics Objectives Materials Activities Media

1 Hello,

my

name

is

Lucy.

2

meetin

gs

-Students

are able to

greet and

respond to

greeting

appropriate

ly.

-Students

are able to

introduce

themselves

and others

fluently.

a. Social

Function: to

greet and

introduce self

and others

appropriately.

b. Text Structure:

-Casual and

formal greetings.

-Self Introduction

:

My name is Lucy!

I am 22 years old.

-Introducing

others:

Her name is Lucy.

She is a new

flight attendant

here.

c. Language

Features:

-New

Vocabularies

-Expressions of

introduction

-Greetings

-Nominal and

verbal sentences

of Simple Present

Tense

Pre Activity

-Greeting

-Watching a video entitled

“How to Speak English

Confidently”.

-Writing down the answers

about the video.

-Discussing the answers in pairs.

-The teacher introduces herself

confidently.

-The students write down the

teacher’s self information; name,

address, favorite movie, etc.

Whilst Activity

-Introducing self in a group.

-Introducing others in a group.

-Making sentences from the

provided vocabularies.

-Identifying the expressions of

introducing self to others and

introducing friend to others.

-Identifying the use of greetings.

-Doing a conversation based on

the expressions in the table.

-Discussing nominal and verbal

sentences of Simple Present

Tense.

-With the different group, the

students greet and introduce self

and others in front of the class.

Post activity

-Feedback from the teacher.

-Feedback for the students’

pronunciation.

-Review.

Laptop,

screen,

projector,

speaker,

video file

“How to

Speak

English

Confident

ly”,

English

course

book.

2 Excuse

me,

could

you

turn

-Students

are able to

ask for and

give

information

a. Social

Function: to ask

for and give

information about

willingness to do

Pre Activity

-Greeting

-Listening to a pre-flight

announcement.

-Filling in the blanks of the pre-

Laptop,

screen,

projector,

audio file

“Pre-


https://drive.google.com/drive/folders/0B-jz8X8g9wrsbzlxVDMxWmpYTjg

163


off

your

mobile

phone?

1

meetin

g

about

willingness

to do

something.

something.

b. Text Structure

-Asking for

information about

willingness to do

something:

Example: Excuse

me, could you

please turn off

your mobile

phone?

-Giving

information about

willingness to do

something:

Example: Sure, I

will do it.

c. Language

Features

Modals: could,

would.

flight announcement.

-Identifying five expressions of

asking for willingness to do

something.

Whilst Activity

-Making the expressions of

asking for willingness to do

something based on the pictures.

- Making a dialogue of asking

for and giving information about

willingness to do something

based on the situations.

-Identifying the expressions

from the dialogue.

-Discussing the expressions.

-Watching a video, “Modal

Verbs”

-Making summary from the

video.

-Explaining the summary in a

group of three.

Post activity

-Feedback from the teacher


pronunciation.

-Review

flight

announce

ment”,

video file

“Modal

Verbs”,

speaker,

English

course

book.

3 Let’s

fly

safely.

1

meetin

g

-Students

are able to

give safety

in-flight

instructions

.

a. Social

Function: to give

safety flight

instructions.

b. Text Structure

Imperative

sentence

-Instruction:

Fasten your

seatbelt, please.

c. Language

Features

-Bare infinitive.

Example: put,

fasten.

Pre Activity

-Greeting

-Review the previous materials.

-Discussing the experience and

interest of seeing flight attendant

giving and demonstrating safety

in-flight instructions.

Whilst Activity

-Finding the meaning in Bahasa

and explaining the meaning in

English of the words used in a

safety in-flight instructions.

-Listening to an audio about

safety in-flight instructions.

-Underlining the verbs.

-Listening the audio for the

second time.

-Taking a note of the important

information.

-Giving the instructions in pairs.

-Answering the passenger’s

question in a dialogue.

-Acting out the dialogue.

Post Activity

-Giving feedback on the

Laptop,

speaker,

audio file

“safety in-

flight

instructio

ns“,

English

course

book.


164


students’ performance.


pronunciation.

-Review

4 May I

help

you?

2

meetin

gs

-Students

are able to

ask for and

respond to

request.

a. Social

Function: to offer

and respond to

help.

b. Text structure

- Which one

would you like to

choose?

-Would you like

something to

drink?

-Sure. Just give

me a moment. I'll

be right back with

it.

c. Language

Features

Modals: may,

would.

Pre Activity

-Greeting

-Reviewing previous materials.

-Matching the expressions of

asking for and responding to

request.

-Discussing the dialogue; the

language and the response from

the passenger.

Whilst activity

-Watching a video “On the

Airplane”.

-Writing down the expressions

after watching the video for the

second time.

-Making short dialogues based

on four situations.

-Performing two short dialogues

in front of the class.

-Finding the meaning of some

difficult words.

-Discussing and reading aloud

the expressions.

-Discussing the use of modal

verbs may and would, and the

expression of asking for choice.

Post Activity:



pronunciation.

-Review

Laptop,

screen,

projector,

speaker,

video file

“On the

Airplane”,

English

course

book.

5 Ladies

and

gentle

men,

please

remain

seated.

1

meetin

g

-Students

are able to

comprehen

d the

contextual

meaning of

in-flight

announcem

ent text.

-Students

are able to

give in-

flight

announcem

ent

appropriate

ly.

a. Social

Function: to

inform the

passengers that

something is

happening.

b. Text Structure:

-Announcement:

turbulence, after

turbulence, and

descent.

Example of the

announcement

text:

Ladies and

gentlemen, as we

Pre Activity

-Greeting


-Discussing the kinds and the

needs to learn about in-flight

announcements.

-Listening to the teacher reading

the three in-flight

announcements.

Whilst activity

-Reading aloud the in-flight

announcements fluently in pairs.

-Constructing in-flight

announcements using the

students’ own words.

-Giving in-flight announcements

in front of the class.

-Finding out the meaning of

English

course

book.


165


start our descent,

please make sure

your seat backs

and tray tables

are in their full

upright position.

Make sure your

seat belt is

securely fastened

and all carry-on

luggage is stowed

underneath the

seat in front of

you or in the

overhead bins.

Thank you.

www.airodyssey.c

om

c. Language

Features:

-imperative

sentence

some words used in the in-flight

announcement.

-Pronouncing the words

correctly.

-Discussing the text structure of

the in-flight announcements.

-Discussing the use of

imperative sentence.

Post Activity:

-Feedback from the teacher.


pronunciation.

-Review

6 MID-

TEST

*prepared by the

teacher

7 We

will

arrive

at

10.00

a.m.

2

meetin

gs

-Students

are able to

give

information

about time

and price.

a. Social

Function: to

inform the time

and price to the

passengers.

b. Text Structure:

-British and

American format

of telling time and

date.

-What time is it?

-It’s 07.00

o’clock.

-How much is the

price?

-It’s Rp 300.000,-

c. Language

Features:

-Expressions of

asking for and

giving

information about

time.

- Expressions of

asking for and

giving

Meeting 1

Pre Activity

-Greeting


-Watching a video entitled

“Teachers’ Routine.”

-Reading a passage about

someone’s routine.

-Telling a story about activities

the students do on Saturday in

pairs.

-The teacher chooses three

groups to perform the

monologue in class.

Whilst activity

-Making seven short dialogues

in pairs about situations happen

in a flight based on the time

given on the picture.

-The teacher chooses three

groups to perform the short

dialogue in class.

-Reading aloud the expressions

of asking for and giving

information about time.


of asking for and giving

information about time in

Laptop,

screen,

projector,

speaker,

the video

file about

“Teachers

’

Routine”.

English

course

book.


166


information about

price.

-Prepositions of

time and days.

American and British English.

-Acquiring the knowledge of

prepositions of time and days.

-Discussing the way of telling

time in British English.

-Writing the time (provided).

-Telling the time that the

students have written.

-Discussing the students’ feeling

and preferences of asking for

and giving information about

time.

Post Activity:

-Review


about the students’

performances

Meeting2

Pre Activity

-Greeting


-Warming up activity: “boom

game”. Counting from one until

thirty. Say boom when a student

comes to number 3, 6, 9 and

other numbers which can be

divided by 3. Clap the hands if a

student comes to number 7, 17,

27, and all numbers which have

number 7.

- Saying the price based on the

pictures of money.

Whilst activity

-Telling the price without

pausing.

-Reading aloud the price.

-Discussing the understanding

and experience of purchasing

duty-free goods.

-Naming the duty-free goods

based on the picture and giving

the price in Rupiah.

-Changing the price into USD.

-The teacher chooses five

students to mention the prices in

USD from number one to six.

-Reading the dialogue of

offering duty-free goods on

board in pairs.

-Underlining the expressions of

asking for and giving

information about price.

-Constructing a dialogue about

offering duty-free goods on


167


board using the provided format.

-Perform the dialogue in class.

The teacher may choose three to

five groups.

Post Activity:

-Review


dialogues and performances.

8 Where

is the

Bagga

ge

Claim?

2

meetin

gs

-Students

are able to

ask for and

give

direction

appropriate

ly.

a. Social

Function: to

inform the

direction after

landing.

b. Text Structure

-Asking for and

giving direction:

-Could you show

me the way to the

baggage claim?

-Sure, just go

along this way,

turn right after

you find a T-

junction, and just

follow the signs.

c. Language

Features

-Prepositions of

place; in front of,

behind, under,

past, etc.

-Sequencing

words; first,

second, then,

next, etc.

Pre Activity

-Greeting


-Discussing the experience of

giving a direction.

-Asking for and giving

directions to the four mentioned

places.

Whilst Activity

-Reading the dialogues in pairs.

-Underlining the expressions of

asking and giving directions.

-Giving directions based on the

similar questions on the previous

task.

- The teacher chooses four pairs

to act out one dialogue for each

pair.


in pairs.

-Writing down the meanings of

the provided words and phrases

in Bahasa.

-Learning the sequencing words.

-Learning the prepositions of

places.

-Each student makes one

sentence based on one

preposition he/she gets.

-The students work in pairs to

construct a dialogue about

asking and giving directions to

the baggage claim.

-Performing the dialogue.

Post Activity

-Review

-Feedback from the teacher for

the students’ performances


pronunciation.

English

course

book.

9 Aviati

on

Termin

-Students

understand

the

a. Social

Function: to

acquire

Pre Activity

-Greeting

-Reviewing previous materials

English

course

book,


168


ology:

What

should

I

know?

1

meetin

g

meaning of

the aviation

terminologi

es.

-Students

are able to

pronounce

the new

words

correctly.

knowledge of

aviation

terminology.

b. Text Structure

-list of

vocabularies in

aviation

c. Language

Features

-pronunciation of

the aviation

terminology

-Matching the travel phrasal

verbs with the meaning.

-Watching a video entitled “5

Travel Phrasal Verbs” by Lucy.

-Constructing five sentences for

the five same travel phrasal

verbs.

Whilst Activity

-Making groups of two.

-Comprehending the meaning

with the examples of the

provided vocabularies.

-Gather with the other group to

share the information.

-Putting the tick to the box for

the words which already known,

-Sharing the experience of the

chosen topic in groups.

-Each group will have one

person to share the experience in

front of the class.

Post Activity

-Review.

-Feedback from the teacher on

the students’ performance.


pronunciation.

laptop,

speaker,

and video

file “5

Travel

Phrasal

Verbs”,

projector,

screen.

10 Be

ready

to get

your

dream.

2

meetin

gs

-Students

are able to

write an

application

letter

properly.

-Students

are able to

demonstrat

e ability in

a job

interview

properly.

a. Social

Function:

-to prepare good

application letter

-to get ready to

have a job

interview.

b. Text Structure

-Formal letter;

Application Letter

-List of questions

and answers in a

job interview.

>Why are you

chosen as the best

person for this

job?

>Why do you

want to work for

this airline?

>How would you

handle a situation

where one

passenger

complained about

Meeting 1

Pre Activity

-Greeting


-Discussing the experience and

importance of making an

application letter.

-The teacher explains the

importance of an application

letter.

Whilst Activity

-Reading carefully the sample of

an application letter with no

working experience.

-Deconstruct the text structure.

-Writing an application letter

based on the advertisement.

-Submitting the letter to be

checked by the teacher.

-Post Activity

-Review


pronunciation.

Meeting 2

Pre Activity

Laptop,

screen,

video file

entitled

“Job

Interview

Tips; Tell

Me about

You” by

Kaykrizz,

projector,

speaker,

English

course

book..


169


the passenger next

to him, snoring

too loudly?

>How long do

you see yourself

as a flight

attendant?

>If you had a

passenger that

couldn't keep

calm, due to

anxiety of a plane

crash, how would

you calm them

down?

http://www.mock

questions.com/co

mpany/PT+Garud

a+Indonesia/

c. Language

Features

-The questions

and answers to a

job interview.

-Greeting


-Giving the feedback on the

students’ application letter.

-Watching a video entitled “Job

Interview Tips; Tell Me about

You” by Kaykrizz.

-Discussing the tips the students

have got from the video.

-Practicing describing self in

class. (Five students will be

chosen randomly by the

teacher).

-Reading aloud one’s

description .

-Replacing the information by

using the students’ own

description.

-Reading and learning the tips of

having a job interview by a

Youtuber, Miss Kaykrizz.

Whilst Activity

-The students work in pairs and

list five possible questions in a

job interview.

-Practice having a job interview

based on the questions they have

made.

Post Activity

-Feedback on students’

performance.


pronunciation.

-Review

11 FINAL

TEST

*Prepared by the

teacher


http://www.mockquestions.com/company/PT+Garuda+Indonesia/




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