designing english speaking material for cabin crew in jogja ...

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DESIGNING ENGLISH SPEAKING MATERIAL

FOR CABIN CREW IN JOGJA FLIGHT SCHOOL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Theodora Hanneda Meishella

Student Number: 141214140

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA 2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ABSTRACT

Meishella, Theodora Hanneda. (2018). Designing English Speaking Materials for

Cabin Crew in Jogja Flight School. Yogyakarta: English Language Education

Study Program, Faculty of Teachers Training and Education, Sanata Dharma

University.

Transportation technology develops very fast as the time goes by. In this

globalization era, airplanes have become the most efficient transportation in the

world. People will travel around the world using airplanes for the reason that does

not spend their time so much. Therefore, flight attendants are expected to give the

best service for the passengers, especially in the communication. Hence, developing

communicative competence of flight attendant candidates is very important. Due to

the fact that English is the lingua franca the English proficiency is very needed to

be mastered by flight attendants. Speaking skill has become one of the most

important skills in the cabin crew life to the fact that the job of the flight attendant

there is much related to that skill. Therefore, the researcher is interested in designing

materials to help the cabin crew in developing their skill.

This study intends to design English speaking materials for cabin crew in

Jogja Flight School. There are two research questions in this study (1) How is

English speaking material for cabin crew developed? (2) What does the materials

look like?

The researcher employed educational Research and Development (R & D)

to conduct this study. The researcher implemented four out of ten phases of R & D

cycle due to the limitation of the time. Those phases were (1) research and

information collecting, (2) planning, (3) developing preliminary form of product,

and (4) preliminary field-testing. The study was conducted in Jogja Flight School.

Therefore, the participants of this study were the students of Jogja Flight School.

Moreover, the observation and field notes were implemented in order to obtain the

data.

The findings of the study showed that the English-speaking material for cabin crew in Jogja Flight School was designed by adapting four out of five

instructional design steps from ADDIE model. The steps were (1) analyzing

students’ needs, (2) designing speaking material, (3) developing speaking material,

and (4) evaluating speaking material. Moreover, the English-speaking material was

presented in four unit, namely pre-flight, minor passenger problems, in flight

emergencies, and prepare for landing and saying goodbye.

Keywords: cabin crew, speaking material, ADDIE instructional design, educational

Research & Development


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ABSTRAK

Meishella, Theodora Hanneda. (2018). Designing English Speaking Material for

Cabin Crew in Jogja Flight School. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Teknologi transportasi berkembang dengan cepat seiring dengan

berjalannya waktu. Di masa globalisasi ini, pesawat menjadi trasnportasi paling

efektif di dunia. Orang-orang berpergian keliling dunia dengan menggunakan

pesawat karena mereka tidak menghabiskan banyak waktu. Oleh sebab itu,

pramugari diharapkan dapat memberikan pelayanan terbaik kepada para

penumpang, terutama saat berkomunikasi. Hal itu menjadikan kemampuan

komunikasi menjadi hal penting untuk para pramugari. Berdasarkan fakta bahwa

Bahasa Inggris adalah lingua franca yang mana keahlian Bahasa Inggris sangat

diperlukan bagi para pramugari. Kemampuan berbicara menjadi salah satu

kemampuan penting yang harus dimiliki oleh para awak kabin karena pekerjaan

mereka yang berhubungan dengan kemampuan tersebut. Oleh sebab itu, peneliti

tertarik untuk merancang materi pembelajaran yang dapat membantu para wak

kabin dalam mengembangkan kemampuan mereka.

Penelitian ini bermaksud untuk merancang materi berbicara Bahasa inggris

untuk awak kabin di Jogja Flight School. Terdapat dua rumusan masalah pada

penelitian ini (1) Bagaimana materi berbicara Bahasa Inggris dikembangkan untuk

para awak kabin? (2) Bagaimana bentuk materi pembelajaran?

Peneliti menggunakan metode Penelitian dan Pengembangan pendidikan

untuk melaksanakan penelitian ini. Peneliti menerapkan empat dari sepuluh tahap

alur metode Penelitian dan Pengembangan karena terbatasnya waktu penelitian.

Keempat tahapan tersebut adalah (1) pengumpulkan informasi untuk penelitian, (2)

perencanaan, (3) pengembangan persiapan bentuk dari produk, dan (4) persiapan

pengujian. Penelitian ini dilaksanakan di Jogja Flight School. Oleh sebab itu,

partisipan dari penelitian ini adalah murid Jogja Flight School. Selanjutnya,

observasi dan catatan lapangan dilaksanakan untuk mengumpulkan data.

Temuan dari penelitian ini menunjukkan bahwa materi berbicara Bahasa

Inggris untuk awak kabin dirancang dengan mengadaptasi empat dari lima tahapan

rancangan instruksional dari model ADDIE. Tahapan tersebut adalah (1)

menganalisa kebutuhan para siswa, (2) merancang materi berbicara, (3)

mengembangkan materi berbicara, (4) mengevaluasi materi berbicara. Kemudian,

materi berbicara Bahasa Inggris disajikan dalam empat bagian, yakni sebelum

penerbangan, masalah kecil para penumpang, keadaan dadurat dalam penerbangan,

dan persiapan untuk mendarat dan mengucapkan selamat tinggal.

Kata kunci: cabin crew, speaking material, ADDIE instructional design,

educational Research & Development


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ACKNOWLEDGMENTS

Firstly, I would like to thank God, Jesus Christ for all His blessing so that I

could finish my thesis entitled “Designing English Speaking Material for Cabin

Crew in Jogja Flight School.” I would not finish my thesis without His blessings,

and for I know that God will never leave me to something that I could not resist.

Thank you, Jesus, for blessing me in every of my journey.

Secondly, I would like to thank my parents the amazing things that God sent

me; my mom Agatha Neni Handayani and my fathers Andika Bintang Budaya

and Fransiskus Asisi Sugiahwan for their never-ending support, motivation and

also prayer throughout my journey in finishing this thesis. Also, my biggest thanks

to my little sister and brother Gracia Vanessa Nindika Putri and Novalleon

Kusuma Andika that keep supporting me and told me that I could finish my thesis,

listening to my problem and help me in the last several stressful months.

My sincere thanks also goes to my thesis advisor, Mr. Markus

Budiraharjo M.Ed., Ed.D., for his time to have consultations, giving his time to

proofread my thesis and also in having class in this last two semester from proposal

seminar to thesis. I thank him for his time and all the admonition in my process

working on my thesis.

My best gratitude for my DPA Mr. Concilianus Laos Mbato M.A., Ed.D.

for his guidance in this last 4 years. The one who knows his students’ problem and

guide his students to be a better person with competence, conscience, and

compassion.


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My next sincere gratitude also goes to Ms. Mega Wulandari M.Hum. and

Ms. Patricia Angelina M.Hum. for their time in answering my questions and my

confusions about designing my materials, and for the support and time also all their

advice in finishing my thesis. All the advice really inspires me and help me

throughout my struggling time in doing my thesis.

I would like to express my best gratitude to my best friends or more like

sisters to me, Nadialista Kurniawan S.H. and Carolina Rizki Dewayani S.H., for

all their attention and care to me, their never-ending support since the first time and

through my ups and downs, the ones that I can count on, the ones who always listen

to all my problems and always advise me, the ones that keep reminding me to do

my thesis. They are the ones who keep listening to all my cries in the middle of the

night of my fear that I could not finish my thesis on time, I thank them all for their

encouragement and supports.

My sincerest thanks are addressed to my special advisor Octana Ayu, S.

Pd., for her time day and night becoming my advisor and also in proofreading my

thesis. Also my closest friends in this college life; Maria Natalia, Hani Pertiwi,

Agatha Greis Vita Suroso, Josephine Alvina Puspananda, Bernadetta Dian

Rahayu, Irene Anggita Dennaya, Dionisius Danar Wenang Adi, Yustinus

Satria, and Herman Yosef, Theresia Rosana Eklesia (my movie buddy), and

Putri Sion for all the good times laughs and tears in this last 4 years, I cannot ask

for more. I found the true meaning of friendship from them. Gregorius Tri

Wendiyanto for his time to help me designed the modular book of “Fly with


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English” I thank him for his advice, time, idea and also inspiration in designing the

modular book. Many thanks are also addressed to him.

Lastly, from the bottom of my heart I thank all the members of PBI class E

batch 2014 for all the journey we made around this 4 years, for teaching me how to

be independent and also to be tough to endure this level of life.

Theodora Hanneda Meishella


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TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………… i

APPROVAL PAGE. ............................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ...................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN ............................................................ v

ABSTRACT ........................................................................................................... vi

ABSTRAK .............................................................................................................. vii

ACKNOWLEDGMENTS ................................................................................... viii

TABLE OF CONTENTS ....................................................................................... xi

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

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

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

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

A. Research Background ............................................................................... 1

B. Research Questions .................................................................................. 3

C. Research Significance .............................................................................. 4

D. Definition of Terms .................................................................................. 5

CHAPTER II ........................................................................................................... 6

A. Theoretical Description ............................................................................ 6

1. Cabin Crew ............................................................................................... 6

2. Speaking ................................................................................................... 7

3. English for Specific Purposes ................................................................... 9

4. Four Strands of Language Learning ....................................................... 10

5. Instructional Design ............................................................................... 12

B. Theoretical Framework .......................................................................... 15

CHAPTER III ....................................................................................................... 18

A. Research Method .................................................................................... 18

1. Research and Information Collecting ..................................................... 19

2. Planning .................................................................................................. 20

3. Developing Preliminary Form of Product .............................................. 20

4. Preliminary Field Testing ....................................................................... 21

B. Research Setting ..................................................................................... 22

C. Research Participants ............................................................................. 22


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D. Research Instruments and Data Gathering Technique ........................... 23

1. Observation ............................................................................................ 23

2. Field Notes ............................................................................................. 23

E. Data Analysis Technique ........................................................................ 24

CHAPTER IV ....................................................................................................... 26

A. Analyzing Students’ Need ...................................................................... 26

B. Designing Speaking Material ................................................................. 27

C. Developing Speaking Material ............................................................... 29

D. Evaluating Speaking Material ................................................................ 32

CHAPTER V ......................................................................................................... 34

A. Conclusions ............................................................................................ 34

B. Recommendations .................................................................................. 35

REFERENCES ...................................................................................................... 37

APPENDICES ...................................................................................................... 39


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LIST OF TABLES

Table Page

Table 4.1 Goal of Jogja Flight School .................................................................. 27

Table 4.2 Topics of Speaking Material for Jogja Flight School ........................... 28

Table 4.3 Indicators of Each Topic ....................................................................... 28


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LIST OF FIGURES

Figure Page

Figure 2.1 Flowchart of ADDIE Instructional Design .......................................... 13

Figure 3.1 Research and Development Cycles ..................................................... 19

Figure 3.2 Flowchart of R & D cycle and ADDE Instructional Model ................ 22


file:///E:/DOCUMENT/project/secret%20project.docx%23_Toc515813819



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LIST OF APPENDICES

Appendix Page

1. Permission Letter ...................................................................................... 41

2. Observation Result .................................................................................... 42

3. Field Notes Result ..................................................................................... 43

4. Jogja Flight School Syllabus ..................................................................... 44

5. Speaking Material Syllabus ...................................................................... 58

6. Speaking Material for Jogja Flight School ............................................... 61


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CHAPTER I

INTRODUCTION

A. Research Background

Nowadays, our world is entering the globalization era and every country has

great important chance to have cooperation with another country all around the

world. It also has impact in several factors and one of them is business world of

aviation. People will have to travel from one country to another. One of the

important things in business world of aviation is flight attendant. There are a lot of

things that flight attendants do as their job; they have to make sure that all the

passengers can get what they want, feel comfortable and save as well. Flight

attendants have to keep their passengers’ safety. Those condition make the criteria

to be flight attendant is high, they have to pass the arm reach test, they can swim

well, they have to be friendly and nice to others despite of all the bad days they

have been through and they are also capable to speak in English well. It goes

without saying that English is an international language, it will be used by people

all around the world in almost every aspect in their life. English will be the key of

communication in this era. All of aspects in people’s life, such as; working and

education fields will use English as their communication language. English should

be mastered by those working in the aviation world.

According to Graddol “The English language finds itself at the center of the

paradoxes which arise from globalization. It provides the lingua franca essential

to the deepening integration of global service-based economies. It facilitates

transnational encounters and allows nations, institutions, and individual in any part


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of the world, to communicate their world view and identities. Yet it is also the

national language of some of the most free- market economies driving economic

globalization, and is often seen as representing particular cultural, economic, and

even religious values.” (as cited in Clyne & Sharifian, 2008, p. 28.2)

English is an international language, because it is the lingua franca. It has a

big role as a global status because it develops special roles and is recognized in a

lot of countries. English has rapid evolution throughout the years. Nowadays,

people around the world should be able to speak English, especially because now

every country is entering the globalization era. People will travel more from one

country to another. Because not everyone can understand others’ language, English

becomes the bridge to communication in this era. That is why English is called an

International language or lingua franca.

With that being said, we can see that people all around the world will travel

here and there more often. In fact, the most used universal language of all nation is

English. As one of the most efficient transportation that is used in the world, airlines

company has to make minimum quality for people that applying for jobs, such as

cabin crew. The cabin crew should master English, especially when they have to

make agreement with the passengers. English should be mastered by all cabin

crew’s candidates, as it is one of the international language which has biggest users

in the world. Therefore, their speaking, writing, listening and reading skills in

English will help them to communicate with both foreign and domestic passengers

well.


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To give the passengers the best service, Permtanjit believed that “all flight

attendants are trained to cater to all types of passengers and circumstances, to meet

the needs of business travelers, VIP passengers, and children traveling alone.

Moreover, they must be prepared to deal with handicapped passengers and sudden

illnesses. Finally, they need to be able to deal with unanticipated problems due to

delays, meal shortages, and passenger complaints. Along with these needs, the

language conveyed must be appropriate to the context and situation with needed to

avoid misunderstandings.” (as cited in Cornwall & Srilapung, pp.1-2)

Among those four skills, speaking is one of the most important skills for the

cabin crew. It is because when people are working in the service field, mostly they

tend to speak a lot to help them in explaining and asking about the needs of the

customers. On the other hand, the fact is quite baffling.

As Raviyan said that “a former In-Flight Services & Cabin Crew Development VP,

indicated that some cabin crew could not communicate efficiently with passengers

who needed information beyond a routine nature, and Skytrax research had

suggested dialogue and interaction standards with passengers by First and Business

Class staffs required improvement.” (as cited in Cornwall & Srilapung, 2013, p.

287).

In this research, the researcher would like to design an English material that

will be useful in helping the cabin crews’ candidates in mastering English

appropriately. One of the four skills which are needed by the cabin crews’

candidates is the speaking skills, as their main job is to give service and helping the

passengers with their needs, questions or complaints. Thus, it will help the cabin

crews’ candidates in doing their job later as the domestic or international cabin

crews.

B. Research Questions

The problems of this research are stated as:


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1. How is English speaking material for cabin crew in Jogja Flight School

designed?

2. What does the speaking materials look like?

C. Research Significance

The researcher hopes that this study will be beneficial for:

1. The Target Learners

For the target learners such as cabin crews’ applicants, the researcher hopes

that the study will be useful and helpful in achieving and performing their dream

job.

2. Cabin Crew’s schools

For Cabin Crew’s schools, the researcher expects that the set of English

material design will be helpful in preparing the students with good English speaking

skill.

3. English instructors and teachers

For English instructors and teachers, the researcher wishes that the designed

materials will be helpful in teaching and also will give another alternative of

materials.

4. Future Researchers

For future researchers, the researcher hopes that this study will be helpful in

developing new materials and new research that later will be useful to the

researcher, cabin crew’s candidates, and other study fields.


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D. Definition of Terms

1. Speaking

According to (Ismaili & Bajrami, 2016), speaking is the commonly used

skill to communicate with other people. They use speaking in order to exchange the

information, ideas, and news in their daily activity. Therefore, people need

confidence and enough vocabulary in order to help them to speak fluently in front

of other people. Moreover, in the language teaching and learning area, speaking can

be considered as “the gap between linguistic expertise and teaching methodology”

(Stevic as cited in Ismaili & Bajrami, 2016, p.613). It means that the students tend

to measure their success in the language learning based on how much they advanced

in speaking.

2. Cabin Crews member

Cabin crew member means “an appropriately qualified crew member, other

than a flight crew or technical crew member, who is assigned by an operator to

perform duties related to the safety of passengers and flight during operations”

(European Aviation Safety Agency, 2018) In this context the cabin crew are those

who have been studying in Jogja Flight school for 1 year and will work in national

airlines uch as Garuda Indonesia, Citilink, Lion air group, Sriwijaya, and for the

ground staffs will work at PT Gapura Angkasa and PT Angakasa Pura Supports.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of the description of some theories to support this

research. This chapter also consists of the framework of the research.

A. Theoretical Description

In the following paragraph, the researcher would like to state the theories

that are used in this research that support this research theoretically. The theory that

the researcher uses to answer the research questions are the theories of Cabin Crew,

speaking, four strands of language Learning, Instructional design model, and

Research and Design.

1. Cabin Crew

According to Chen (2017), crew members plays an important role in the

airline industry. They have an important duty to “guard cabin security and ensure

the execution of safety regulation” (p.44). Therefore, cabin crew member can be

defined as “an appropriately qualified crew member, other than a flight crew or

technical crew member, who is assigned by an operator to perform duties related to

the safety of passengers and flight during operations” (European Aviation Safety

Agency, 2018).


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Chen (2017) says that cabin crew have several duties such as being a liaison

among the passengers, giving flight attendances opportunity to practice the airlines

safety policies, and collect the feedback from various channels. To be more specific,

according (AGCAS Editors, 2018) cabin crew have several responsibilities, such

as attending pre-flight briefing, checking the safety equipment, ensuring the aircraft

is clean and tidy, welcoming passengers on board and helping them to find their

seat, informing passengers about aircraft safety procedures, checking all seatbelts

and galleys are secure to take-off, announcing on behalf of the pilot, answering the

passengers’ questions, reassuring passengers to follow the safety procedures, giving

first aid if it is necessary, and ensuring the passengers disembark safely.

Due to their important roles, cabin crews have to conduct a good

communication, such as the better interaction and understanding between flight

attendances and cabin crew departments, and a proactive safety behavior (Chen,

2017). Those activities can lead to the better safety performance. Moreover, flight

attendance as the part of cabin crew as the front liner operator who get the first-

hand information from the interaction with passengers and others crew members

(Chen, 2017).

2. Speaking

Speaking is the commonly used skill to communicate with other people

(Ismaili & Bajrami, 2016). Speaking is used by people in order to exchange the

information, ideas, and news in their daily activity. Therefore, people need


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confidence and enough vocabulary in order to help them to speak fluently in front

of other people.

In the language teaching and learning area, speaking is defined as “the gap

between linguistic expertise and teaching methodology” (Stevic as cited in Ismaili

& Bajrami, 2016, p.613). It revealed that the students tend to measure their success

in the language learning based on how much they advanced in speaking. It can be

detected when the students can express their ideas, feelings, and thought by using

the target language (Manurung, 2015). Moreover, the students can also be

considered success if they are not only expressing their ideas but also giving

respond to another (Richard, 2008 as cited in Manurung, 2015).

In order to master the speaking, Heaton (1998) states three components,

namely fluency, accuracy, and comprehensibility (as cited in Manurung, 2015).

One of the elements of speaking is fluency. EFL students usually find difficulties

in their fluency because fluency needs “performance” as the requirement (Atas,

2015). Therefore, the students need to perform the language in artificial speaking

activities. Furthermore, through speaking, the students are able to build their

confidence in communication (Atas, 2015).

According to Manurung (2015), in regard to design the instructional

materials for speaking, a well-developed instructional material will help the

students to master the language. It can be seen from the choice of speaking

instructional material which is influenced by the teaching techniques and learning

process. Moreover, the material should be effective which contains task and activity

in order to promote cognitive skills and psychomotor skill. For instance, the


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instructional material of speaking “should be based on the needs, interest, or even

the problem experienced by the language learners” (as cited in Manurung, 2015,

p.45).

3. English for Specific Purposes

According Basturkmen (2010), English for Specific Purposes (ESP) can be

defined as a course which is designed “narrower than focus than general English

Language teaching courses because they center on analysis if learners’ needs” (p.3).

It reveals that ESP focuses on students’ work. Therefore, ESP disucsses about the

work’s need not personal needs or general interest. For instance, ESP is designed

to examine where and why the students need the language in workplace.

ESP has an additional demand for the teachers because they have to

investigate students’ needs and design the effective course which can fulfill the

needs (Basturkmen, 2010). Additionally, according to Basturkmen (2010), ESP is

considered more effective than general ESL courses because of two reasons. First,

ESP course is designed based on the need analysis. It revealed that the learning

objective can be more specific than the general ESL courses. Thus, the learning

outcome can be better because there is limited and highly specified aims to be

achieved. Second, ESP course focused on students’ interest and need. They are

more interested in topics and discussions which related to their works. Therefore,

they are motivated in the learning process.


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4. Four Strands of Language Learning

Based on Nation (2017), in the language course, the activities can be

classified into four strands, namely meaning-focused input, meaning-focused

output, language-focused learning, and fluency development. Those activities can

be called as strands because “they can be seen as long continuous sets of learining

conditions that run through the whole language course” (p.1). Those four strands

need to be balance in terms of time. Therefore, the teacher can check whether the

strands are already good or not by noticing the language activities. Each strand

ideally takes 25% of the learning process. The detailed explanation about each

strand is explained based Nation & Yamamoto (2012) and Nation (2017) as

follows:

a. Meaning-focused input

This strand “involves learning through listening and reading” (Nation, 2017,

p. 2). This strand is called meaning-focused input because the main focus of the

students is understanding and gaining knowledge about what they have read and

listened. There are many activities which include to this strand, such as shared

reading, listening to stories, extensive reading, and watching movies. Furthermore,

this strand is fragile because in each meeting this strand can be gained in the small

quantity. Additionally, the learning process also depends on the quality of reading

and listening skill. The learning process is also affected by students’ prior

knowledge. Therefore, the large quantity to implement this strand should be set in

order to make this strand goes well.


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b. Meaning-focused output

This strand “involves learning through speaking and writing” (p. 3). In other

words, this strand focuses on using language productively. There are many

activities which include to this strand, such as telling a story, talking in

conversations, giving a speech, writing a letter, and telling someone to do

something.

c. Language-focused learning

This strand focuses on deliberating attention to language features especially

in spelling, pronunciation, vocabulary, multiword units, grammar, and discourse.

This strand aims to deal with the messages of the language. There are many

activities which include to this strand, such as learning vocabulary from the cards,

memorizing dialogues, getting feedback about writing, intensive reading, and

pronunciation practice. Those activities should be implemented in the small portion

of the course and do not implement those activities in the whole course. In other

words, it is better to implement this strand no more than one-quarter of the time in

the course.

d. Fluency development

According to Nation (2017), the purpose of this strand is to help the students

to make the best use of the knowledge that they have already known in previous

strands. Therefore, fluency development involves four skills, namely speaking,

reading, writing, and listening. Moreover, fluency in this term refers to the

competency of the students to “receive and produce language at a reasonable rate”

(Nation & Yamamoto, 2012, p. 168). In other words, fluency development strand


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develops receptive and productive knowledge of certain material. Hence, this strand

is “dealing with large quantities of material” (p. 168) which can provide the

repetition to support the learning process. Therefore, the aims of the students in this

strand is to convey and receive the messages. There are many activities which

includes to this strand, such as speed reading, skimming and scanning, repeated

reading, ten-minute writing and listening to easy stories. Moreover, the

implementation of this strand in the language learning should be one-quarter of the

course time.

5. Instructional Design

Instructional can be defined as “human undertaking whose purpose is to

help people learn (Gagne & Briggs, 1974, p. 3). To be more specific, instructional

is a set of events which can affects the students in such a way. Instruction can

describe all events in the learning process. For instance, instruction includes page

of print, picture, and combination of physical object. Instructional is usually made

in order to accomplish a certain goal. However, it can succeed or not. Therefore,

instruction is usually planned in a systematic way. The planned instruction purposes

to “activate and support the learning of the individual students” (p.4).

According to Kemp (1977), instructional design is a method which “can be

applied on any educational level- elementary, secondary, or college” (p. 8) in order

to answer the essential of the instructional design, such as the learning objective,

activities and resources, and evaluation. He also adds that designing learning

material is one of the important ways to have a successful innovation in education.


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The instructional design is used to achieve the learning outcomes which in line with

the educational programs.

One of the common models of instructional design is ADDIE. This model

can help the instructional designers in order to create an effective and efficient

product. Moreover, ADDIE instructional design stands for five important processes

in creating a new product. They are analysis, design, development, implementation,

and evaluation (Aldoobie, 2015). Figure 2.1. shows the flowchart of ADDIE

instructional design.

There are five phases in ADDIE according to Aldoobie (2015)

a) Analysis

In the first phase, instructional designers have to investigate and consider

four important things. First, the instructional designers have to know the learners

deeply such as where they are, what skill they have, and what they need. Students’

prior knowledge has to be known in order to create a bridge between their prior

knowledge and the new material. Moreover, students’ needs and problem also need

to be identified by using several relevant instruments, such as survey, interview,

Figure 2.1 Flowchart of ADDIE Instructional Design


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and pre-test. Second, instructional designers have to develop an instructional

analysis in order provide steps and information as the instruction. Obvious goal has

to be specified in order to create an effective instructional design. Third, the

instructional designers develop an instructional goal. It can be done by writing

down all the important steps in order to accomplish the goal. Lastly, the researcher

analysis the learning objectives.

b) Design

In this phase, the focus is how design an instruction which facilitate the

students in the learning process. There are three parts in this phase, namely

designing an assessment, selecting a form of the course, and creating instructional

strategy. In the first part, the assessment has to have strong relation with the content

and context of the material. In the second part, how the way to present the materials

has to be considered. In the third part, the instructional designers have to consider

about the strategies for instructional design and the learning methods.

c) Development

In the development phase, the instructional designers develop a good quality

of material as the instructional design. There three main activities in the phase. First,

there is creating a factual sample for the instruction design. In this part, the sample

of material is made in order to get feedback from the validator. Thus, later on the

material can be revised to be a better material. Second, there is developing the

materials of the course. In this part, the feedback from the expert or validator has

been revised in order to improve the material. Third, there is running through the


15

conduction of the design. In this part, piloting was conducted in order check how

the material goes.

d) Implementation

This phase is implementing the material design into the real learning

process. There are three important parts in this phase, namely training the instructor,

preparing the students, and organizing the learning environment. In training the

instructor part, the instructional designers have to train the instructors in order to

make sure that the instructor follows the guideline of the material. In the second

part, preparing the students, the designers have to make sure that the students have

all the learning media as mentioned in the design. In the third part, the learning

environment has to be organized in order to make sure that all the needs for the

learning process are ready.

e) Evaluation

Evaluation is the last phase in ADDIE instructional design. The evaluation

is needed be conducted in order to know whether the goal is already achieved or

not after the material design is implemented in the learning process. Indeed, the

evaluation is needed in every phase of ADDIE instructional design.

B. Theoretical Framework

In this section, the researcher synchronized the theories in order to answer

the research questions. To answer the research questions, the researchers employs

the theories of cabin crew, speaking, English for Specific Purposes, and ADDIE

instructional design.


16

In developing the speaking material design, Instructional ADDIE is used.

However, in this study, the researcher uses four phases of ADDIE. They are

analysis, design, development, and evaluation. However, the English for Specific

Purposes’ theory is used as the fundamental to develop the material based on

students’ need which focused on the cabin crews’ tasks as explained in the cabin

crew theory by Chen (2017) and AGCAS Editors (2018). As mentioned previously,

cabin crew has important roles since pre-flight until landing. Those responsibilities

are attending pre-flight briefing, checking the safety equipment, ensuring the

aircraft is clean and tidy, welcoming passengers on board and helping them to find

their seat, informing passengers about aircraft safety procedures, checking all

seatbelts and galleys are secure to take-off, announcing on behalf of the pilot,

answering the passengers’ questions, reassuring passengers to follow the safety

procedures, giving first aid if it is necessary, and ensuring the passengers disembark

safely. Due to the important role of communication, the speaking material was

designed by focusing on speaking skill especially in fluency, accuracy, and

comprehensibility (Manurung, 2015). Thefore, the speaking material has to be

designed based on the students’ needs, interest, and problem experienced

(Manurung, 2015). Additionally, the speaking material is designed based on four

strands of language learning by Nation (2017). Therefore, the speaking material is

divided into four strands, namely meaning-focused input, meaning-focused output,

language-focused-learning, and fluency development.


17

Figure 2.2 Theoretical Framework


18

CHAPTER III

METHODOLOGY

In this chapter the researcher would like to mention the methodology of the

research to answer the two questions which the researcher has formulated. In this

chapter, the researcher wraps up six sections, namely research method, research

participant, research instrument, technique of data collection, data analysis, and

procedure.

A. Research Method

The researcher used Research and Development method to reach the goal

of this research which one of them is designing speaking material for cabin crew in

Jogja Flight School. Research and Development method was suitable to be

implemented in the study because according Borg & Gall (1983), educational R &

D is used to “develop and validate educational products” (p.722). Moreover,

research and development can be defined as development model which is used to

develop a product or procedure based on the findings of the research (Gall, Gall, &

Borg, 2007). This model can improve education because “it involves a close

connection between systematic and program evaluation and program development”

(p. 589).

According Borg & Gall (1983), educational R & D has several steps which

is usually called as R & D Cycle. The process consists of “studying research

findings, pertinent to the product to be developed, developing the product based on


19

these findings, field testing it in the setting where it will be used eventually, and

revising it to correct the deficiencies found in the field testing stage” (p.772). Figure

3.1 shows the 10 steps of R & D cycles.

Due to the limitation of the time, the researcher employed four steps of R &

D cycles. The following steps described and explained further about R & D cycles.

1. Research and Information Collecting

According Borg & Gall (1983), a literature review can be the alternative of

the first phase in order to obtain the research findings and other information which

affects the development of the product. Besides, the researcher also decided to

choose the best specific technique to be implemented by the teacher. Thus, the

learning objective can be achieved. Several instruments such as interview and

observation can support the literature review by providing a foundation knowledge

to develop the product.

Figure 3.1 Research and Development Cycles


20

This first step focused on the information collecting which was correlated

with Analyze step in ADDIE Instructional Design model. In this step, the researcher

used several instruments such as field notes and observation in order to gain the

information about students’ need. The need analysis was useful to help the

researcher design the speaking material. After the researcher got all the data, the

objectives of the speaking material were made. Therefore, this step was the

foundation of the researcher to start designing the material.

2. Planning

According Borg & Gall (1983), one of the most essential aspects in

designing educational products is defining specific learning objectives which have

to be achieved. Planning phase is needed to be implemented because it can

anticipate needed materials, field-test sites, and professionals help. Therefore, a

good plan helps the teachers who develop a material to use the time wisely and

avoid the wasted work in the R & D cycles.

This second step was correlated with the Design Step of ADDIE

Instructional Design model. In this step, the researcher designed the framework of

the speaking materials. The syllabus was made in order to set the learning

objectives, topics, indicators, and organizations of the subject content.

3. Developing Preliminary Form of Product

The third step purposes to build the preliminary form of the educational

product which can be field-tasted later on (Borg & Gall, 1983). This phase also

focuses on the structure of the product. Thus, the product can get many feedbacks

from the field test.


21

This third step was correlated with the Development steps in ADDIE

Instructional Design Model. In this step, the researcher started designing the

materials based on the syllabus. The material in each meeting was divided into three

parts, namely pre-activity, main activity, and post activity. Pre-activity contained

the icebreaking in the beginning of the class in order to grab students’ attention.

Main activity consisted of the list of expressions, the examples of dialogue, and

game. Post activity encouraged the students to reflect what they had learned in the

learning process.

4. Preliminary Field Testing

This phase aims to get “an initial qualitative evaluation of the new

educational product” (Borg & Gall, 1983, p. 782). The evaluation can be based on

the expert of the products.

This step was the final step of R&D step. This step contained the expert

validation after the speaking material was done. This validation was employed by

distributing the validation sheet to two lecturers of English Language Education

Study Program of Sanata Dharma University, Miss Mega Wulandari M.Hum and

Miss Patricia Angelina M.Hum and one instructor of Jogja Flight School, Mr.

Ganang Yudha Pratista S.Pd. Those two lecturers were chosen because they were

the experts of designing some materials.


22

B. Research Setting

This study was conducted in Jogja Flight School. Jogja Flight School is one

of the airline schools which is located at Kompleks Citrasun Garden RC67, Jalan

Solo km 10.5, Purwomartani, Kalasan. Moreover, the researcher conducted field

notes and observation on Saturday, 18th of November 2017 until Friday, 23rd of

March 2018.

C. Research Participants

The participants of this study were the students of Jogja Flight School.

There are 5 classes which consist of 23 cabin crew & ground staff. The Researcher

used 2 out of 5 classes. The criteria for being the participants are the students must

Research and Development Cycle ADDIE Instructional Design Model

Figure 3.2 Flowchart of R & D cycle and ADDE Instructional Model


23

be a student of Jogja Flight School, the students have to participate in the teaching

learning process in the Jogja Flight School, the students are one of the flight

attendants’ candidates, and the students follows the class since the first meeting.

D. Research Instruments and Data Gathering Technique

In this part, the researcher obtains and gathers the data using several

instruments, namely observation and filed notes.

1. Observation

Observation is “conscious noticing and detailed examination of

participants’ behavior in a naturalistic setting” (Juanita & Croker, 2009, p. 166).

Observation can give detailed information related to students’ behavior in the

natural setting. Besides, the researcher used qualitative observation because the

result was arranged in the descriptive form (Ary, Jacobs, Sorensen, & Razavieh,

2010).

The researcher conducted interview class room observation on Saturday,

18th of November 2017 in Jogja Flight School. This instrument was used in order

to know the learning process atmosphere. Due to the limitation of the time, the

researcher just observed two classes out of five classes, namely Flight Attendance

1 and Flight Attendance 2. The result of the observation is available in Appendix 2.

2. Field Notes

In this study, the researcher employed field notes because it can comprise

the main data such as documents, interviews, and other sources (Ary, Jacobs,

Sorensen, & Razavieh, 2010). The field notes are divided into two components,


24

namely the descriptive part and the reflective part. The researcher used both of those

components. The filed notes were taken in order to make sure that the data were

valid especially based on what researcher has seen and heard. Moreover, a complete

report of the setting, the people and their response and interpersonal relationships,

and account of events (who, when, and what was done) are included in the

descriptive part. Researcher’s personal feelings or thought about the events,

comments on the research method, result and problems, records of ethical issues,

and speculation about data analysis are included in the reflective part.

The field notes were taken on Saturday, 18th of November 2017 in Jogja

Flight School. It was used to identify the characters of the students, students’

speaking skill, and school information. Besides, field notes were also used to know

the environment better and later it was used as the observation data.

E. Data Analysis Technique

As explained previously, there was two instruments used to employ this

study, namely observation and field notes. In order to analyze the observation, the

researcher described the learning process of Jogja Flight School. The researcher

also highlighted the learning material and the students’ behavior during the learning

process. From this instrument, the researcher could get the need of the students

especially in speaking. Indeed, the researcher got the real illustration of the

students’ speaking ability in the classroom.

The researcher got the detailed information related to the students’ need in

speaking by employing the field notes. The researcher wrote down the important


25

information on the note. The researcher also got the information related to the

previous material of the learning process after conducting this instrument. After

knowing the needs of the students, the researcher conducted the following steps of

educational R & D in order to design speaking material.


26

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses about the findings of the study and also the design

material that researcher made. This chapter is divided into four parts, namely

analysis, design, development, and evaluation. The first part discusses about

conducting needs analysis, this part provides the result of observation and field

notes. The second part discusses about syllabus in designing materials of

researcher’s design. The third part talks about the unit of the study and all

explanations briefly. The fourth part discusses about validation from the experts

including the lecturers and teacher from the school that researcher use for

observation. In this part, the researcher adopted the analysis part based on

Wulandari (2009).

A. Analyzing Students’ Needs

In conducting needs analysis, the researcher elaborated more the student’s

need supported by observation and interview. The observation was held in Jogja

Flight School which is located in Citra Sun Garden Residence RC 6-7, Jalan Solo

km 10.5, Purwomartani, Kalasan on Saturday, 18th of November 2017. From the

observation the researcher got a brief explanation about Jogja Flight School and its

environment.

From conducting the field notes, the researcher obtained several important

information related to students’ background and students’ needs. The students


27

needed to be fluent in speaking English. The age range of the students in this school

were from 17 up to 25 years old. Their economic status was medium to low. Their

English skills were basic to intermediate and by that classification, the researcher

inferred that they were looking for school that later would be useful for them to

seek for a job.

Using field notes, the researcher found that there was a problem of the

students in learning English especially in speaking. The students lacked confidence

while they were practicing the announcement. They were not familiar using English

in their daily activity. Therefore, the students wanted to increase the ability in

speaking English. Hence, their vocabulary was also limited. Moreover, the students

also had many grammatical mistakes in their speaking.

B. Designing Speaking Materials

In this step, the researcher adapted the syllabus of Jogja Flight School.

Moreover, the researcher modified several parts which were activity and learning

materials in order to facilitate the students to have more opportunities in speaking.

Based on the need analysis, the researcher set the goal of the speaking material

which was to encourage the students to speak confidently using correct grammar

and vocabulary. The material was also designed by attaching several activities such

as watching videos, word game, and role play. Those activities could engage the

students in speaking. The goal of Jogja Flight School is presented in Table 4.1.

Table 4.1 Goal of Jogja Flight School

No. Goal


28

1 Preparing the students to understand and know their job since pre-

flight until landing.

After the goals were determined, the researcher listed the topics which were

relevant to support the goal. The list of the topics is stated in Table 4.2.

Table 4.2 Topics of Speaking Material for Jogja Flight School

No. Topic

1. Pre-flight

2. Minor Passenger Problems

3. In Flight Emergencies

4. Prepare for Landing and Saying Good Bye

After determining the topics of the learning, the researcher specified the

learning objectives of each topic. The learning objectives are stated in form of

indicators. The indicators of each material are presented in Table 4.3.

Table 4.3 Indicators of Each Topic

No. Topic Indicators

1. Pre-Flight Upon completing this unit, the students are able to:

1. Welcome the passengers

2. Greet the passengers

3. Tell safety, security, and emergency procedures


29

4. Allocate duties

5. Give announcement

2. Minor

Passenger

Problem

Upon completing this unit, the students are able to:

5. Identify passengers’ problem

6. Deal with the problem

7. Say sorry

3. In Flight

Emergencies


1. Give instructions

2. Give instruction not to do something

3. Report instruction

4. Prepare for

Landing and

Saying Good

Bye


1. Give announcement

2. Say goodbye to passengers

Those four main topics could be the representative of the Jogja Flight

School’s goal because the topics discussed about the process of pre-flight until

landing. Therefore, the students could follow the speaking material easily because

it was designed systematically order.

C. Developing Speaking Material

The researcher also selected the learning activities which could support the

students to achieve the goals. The materials were design to encourage the students


30

to learn individually or group. Moreover, the materials were also divided into four

parts which are designed by adapting four strands of language learning by Nation

(2017). Those four sections are getting ready, checking this out, building your

understanding, and post activity. The description of each part will be explained as

follows:

a. Getting ready

In the first part named getting ready, the teacher gives brainstorming to the

students by using short videos, games, or questions. This activity helps the students

to prepare themselves before jumping to the material. Moreover, the students are

allowed to connect their prior knowledge with the material. Therefore, the students

will be ready to study. This part is in line with the meaning-focused input strands

which aims to help the students to understand and gaining the knowledge after they

watch a video (Nation, 2017) as one of the activities in the first strand. As, the

students are able to connect their background knowledge to the activity.

b. Checking this out!

This section provides the examples of expressions and dialogues. The

students were encouraged to read out load based those examples in order to know

the pronunciation. Moreover, this part also helps the students to be more familiar

with the expressions. In the dialogue section, the students are given the real

examples of conversations. Moreover, the students are allowed to play a role with

their peer. Therefore, they practice to speak in English. Checking this out is in line

with meaning-focused output strand which asks the students to produce a language

through speaking or writing (Nation, 2017) . In the speaking material, the students


31

focus on producing language especially in speaking by using the expressions and

dialogue provided.

c. Building your understanding

In this part, the students are encouraged to practice their speaking skill

directly. The activity can be a game or role play which can encourage the students

to speak in front of many people with certain situations. The game is designed to

be a fun activity. Thus, the students can enjoy the learning process without get any

pressure to speak English. Building your understanding section is in line with

language-focused learning because this part focuses on dealing with the messages

and language features such as spelling, pronunciation, grammar, and vocabulary

(Nation, 2017). The activity of this section such as role play can help the students

to deliver the message as the purpose of language-focused learning.

d. Post activity

In this activity, the students are asked about what they have learnt in the

meeting. Therefore, the can reflect the learning process at that day. Moreover, there

is a word bank as the subsection. In this part, there is a list of vocabularies which

was usually found in the certain topic. This part helps the students to enrich their

vocabulary by finding the meaning and synonym because vocabulary is one of the

keys in speaking English. Post activity is in line with fluency development strand

because in the last section, the students are able to use the knowledge that they have

got in the previous strands and sections (Nation, 2017).


32

Lastly, as the research limitation, the researcher did not conduct the

implementation part because the students in Jogja Flight School had already

attended the On Job Training program. Therefore the students did not come

to the school.

D. Evaluating Speaking Material

In the last step, the researcher evaluated the speaking material by giving the

validation sheet to two English Language Education Study Program’s lecturers

namely Mega Wulandari, M. Hum and Patricia Angelina, M. Hum, and one lecturer

of Jogja Flight School. Those three lecturers gave feedback related to the speaking

material. This step was conducted in order to check and revise the material to be a

better speaking material.

From this phase, the researcher got many feedback from three validators.

First, overall the speaking material design was good. The activities were divided

clearly and systematically because there were four important parts, such as setting

the goals, getting ready, checking this out, building your understanding, and post

activity. Therefore, the students could follow the activities easily. Second, speaking

material was already well-organized because the material was designed

systematically including the pre-, whilst-, and post- activity. The speaking material

was also well-designed because the material was arranged with the interesting and

neat layout. Third, there were many examples of expressions and practices which

could give a guidance for flight attendance in learning English easily. Fourth the

topic is specific and the layout is attractive.


33

However, the speaking material got several recommendations in order to

make it better and easy to be understood by the students. First, the instruction had

to be revised by adding the clear instruction in each part. Second, the link of the

website had to revise to be shorten in order to make the students could access the

material easily. In this part, the researcher had revised it in the form of bit.ly. Third,

the screenshot of the video needed to be added in order to give the illustration of

the speaking material sheet. Fourth, the compilation of all the videos had to be burn

the DVD in order to make the teachers easier to play the video. Fifth, the fluency

development phase had to be added in the speaking material. Sixth, the role-play

and any exercises which could improve students’ fluency had to be added.

Seventh, the font and spacing in every unit should be the same and there should be

enough space for the students to give the answers.


34

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts, namely conclusions and

recommendations. The conclusions were drawn based on the research questions and

findings. The recommendations are intended to the future researchers who are

interested in conducting a research in the same area.

A. Conclusions

The study was set to design a set of the speaking materials to Jogja Flight

School. This research aimed to describe how English-speaking materials for Cabin

Crew in Jogja Flight School were designed and find out the speaking material

looked like. Therefore, two conclusions are drawn from the previous chapter,

findings and discussions.

First, the set of speaking materials for Cabin Crew in Jogja Flight School

were designed by adapting the instructional design from ADDIE model. The steps

were (1) analyzing students’ needs, (2) designing speaking material, (3)

development speaking material, and (4) evaluating speaking material. Moreover,

the researcher related the ADDIE instructional design to R & D method. The

researcher implemented four out of ten phases of R & D cycles. Those phases were

(1) research and information collecting, (2) planning (3) developing preliminary

form of product, and (4) preliminary field-testing.


35

Second, the researcher presented the English-speaking material for Cabin

Crew in Jogja Flight School in four units. Those unit were (1) pre-flight, (2) minor

passenger problems, (3) in flight emergencies, and (4) prepare for landing and

saying goodbye. Moreover, each unit was also divided into five sections, namely

setting the goals, getting ready, checking this out, building your understanding, and

post activity.

B. Recommendations

There were several limitations of the study. First, the researcher did not

implement the speaking materials design to Jogja Flight School due to the limitation

of the time. Second, the researcher only designed four big topics which were

simplified from the goal of Jogja Flight School in general.

Based on the limitation of the study. The researcher would like to give several

recommendations to English teachers of Flight School and future researchers who

want to design the material for the cabin crew.

1. English teachers of Flight School

English teachers have to really understand the importance of speaking as

Cabin Crew. Therefore, the teachers have to encourage the students to have a habit

to speak English as much as they can. As the solution, the teachers can implement

this speaking material design in order to facilitate the students in speaking.

2. Future researchers

The future researchers can implement the speaking material design to the

students. They can also measure the effectiveness from the designed speaking


36

material. Besides, the future researchers also can develop the speaking material

using another theory.


37

REFERENCES

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Animated English. (2015). Animated English lesson-Airposrt check in. Retrieved

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Cornwall, T. B., & Srilapung, V. (2013). Senior flight attendants' English

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ed.). New York: Holt, Rinehart, and Winston.


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Gagne, R. M., Briggs, L. J., & Wager, W. W. (n.d.). Principles of intsructional

design (4th ed.). Florida: Harcourt Brace College Publishers.

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introduction (8th edition ed.). Boston: Pearson Education Inc.

Gerighty, T. (2011). English for cabin crew. Hampshire: Heile Cengage Learning.

Ismaili, M., & Bajrami, L. (2016). Information gap activities to enhance speaking

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Juanita, H., & Croker, R. A. (2009). Qualitative research in applied linguistics: A

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Kemp, J. E. (1977). Instructional design: A plan for unit and course development.

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Manurung, K. (2015). Improving the speaking skill using reading contextual

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39

APPENDICES


40

Appendix 1. Permission letter


41

Appendix 2. Observation Result

OBSERVATION RESULT

The researcher was doing the research on Saturday, 18th of November 2017

in Jogja Flight School located in Kompleks Citrasun Garden RC 6-7, Jalan Solo

km 10,5 Purwomartani, Kalasan. The researcher arrived at Jogja Flight School at

7.30 a.m. the researcher then contacted the head of academic called Bu Ivana. The

researcher had conversation about the school with the Bu Ivana.

The researcher found out that there are 5 classes of Airlines Crew major in

Jogja Flight School, each class filled with around 22 to 25 students. The students

attended the classes from Monday to Saturday start from 8.a.m. The duration of

each class was 1.5 hours.

The researcher started the observation at 8 a.m. the first class that the

researcher observed was the FA 1 class. There were 15 students in the class because

the others were out of town because they were doing a walk-in interview for

airlines. The class was studying about announcement. The class finished at 9.30

a.m. The researcher moved to FA 2 class, that was held at 9.30 a.m. on the second

floor. In this class the students were learning about the compartments on the

airplane and series of airplane. There were 20 students in this class. The class

finished at 11 a.m. By the end of the class the researcher finished the observation

on that day.


42

Appendix 3. Field Notes Result

FIELD NOTES RESULT

The researcher conducted the field notes from Monday 20th of November

2017 and from the field notes the researcher found out (conclude) that all the 5 class

was classified depends on the result of placement test. All of the 5th class got the

material both for flight attendant needs and ground staffs so later the students can

work both in the flight attendant and ground staff field.

The students of Jogja Flight School are 17 to 25 years old and wanted to

look for a job and they are looking for English for specific purpose that focus in

speaking so it is ready to use in work field. The students’ English capability is basic

to intermediate. The economic background of the student is categorized as middle

to low. That is why Jogja Flight School prepare their students to be ready for work.

The duration to study in Jogja Flight School is 1 year and later the students can

work in the stakeholder of the airlines such as Garuda Indonesia, Citilink, Lion Air

Group, Sriwijaya and also PT Gapura Angkasa, PT Angkasa Pura Supports and etc.

The researcher also knew that the relation between teacher and students and

teacher and parents are quite close. Jogja Flight School had academic record track

and information system that could be accessed by the parents to monitor their

child’s development.


43

Appendix 4. Syllabus of Jogja Flight School

SILABUS PEMBELAJARAN

Mata Kuliah: Announcement

Jenjang: Non Jenjang

Program: Pramugari

Standar Kompetensi:

Mahasiswa mampu menguasai materi Announcement

Kuliah

Ke-

Kompetensi

Dasar

Alokasi

Waktu

Indikator

Pembelajaran Materi Pembelajaran

Metode

Pembelajaran Penilaian

Media

Pembelajaran

Sumber

Belajar (1) (2) (3) (4) (5) (6) (7) (8) (9)

1 Mahasiswa

dapat

memahami

tujuan

Announcement

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

mengerti tujuan

Announcement

- Pengertian

Announcement

- Tujuan

Announcement

- Peralatan dan

kelengkapan

Announcement

Ceramah dan

diskusi

Tugas Mandiri

Class Activity

Ujian Lisan

Papan tulis,

LCD proyektor

dan alat peraga

- Announce

ment Book

for FA

Garuda

Indonesia

2 Mahasiswa

dapat

memahami

tentang teknis

announcement

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

mempraktekan dan

memahami

- Istilah dan kode

bandara untuk

pelengkap ketika

Announcement

- Teknik pengucapan

announcement

Ceramah,

diskusi,

presentasi

Tugas Mandiri

Class Activity

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Announce

ment Book

for FA

Garuda

Indonesia


44

yang baik dan

benar

announcement

yang benar

- Teknik pengucapan

bahasa asing atau

istilah asing

3 Mahasiswa

dapat

memahami

Macam

Announcement

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami

perbedaan dan jenis

jenis

Announcement

- Greeting

Announcement

- Before take off dan

imminent take off

announcement

Ceramah,

diskusi,

presentasi

Tugas Mandiri

Class Activity

Ujian Lisan

dan Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Announce

ment Book

for FA

Garuda

Indonesia

4 Mahasiswa

dapat

memahami

Macam

Announcement

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami

perbedaan dan jenis

jenis

Announcement

- Safety Demontration

announcement

Ceramah,

diskusi,

presentasi

Tugas Mandiri

Class Activity

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Announce

ment Book

for FA

Garuda

Indonesia

5 Mahasiswa

dapat

memahami

Macam

Announcement

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami

perbedaan dan jenis

jenis

Announcement

- After Take Off

- No smoking flight

- Fasten seatbelt

Ceramah,

diskusi,

presentasi

Class Activity

Ujian Lisan

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Announcement

Book for FA

Garuda

Indonesia


45

6 Mahasiswa

dapat

memahami

Macam

Announcement

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami

perbedaan dan jenis

jenis

Announcement

- Before landing

- After landing

Ceramah,

diskusi,

presentasi

Class Activity

Ujian Lisan

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Announcement

Book for FA

Garuda

Indonesia

7 Mahasiswa

dapat

memahami

Macam

Announcement

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami

perbedaan dan jenis

jenis

Announcement

- After landing

- Transit station

announcement

- Delay

announcement

Ceramah,

diskusi,

presentasi

Class Activity

Ujian Lisan

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Announcement

Book for FA

Garuda

Indonesia

8 Evaluation 1 x 90

menit

- Review all materi Ujian Praktek


46


Mata Kuliah: Flight Safety


Program: Pramugari

Standar Kompetensi:

Mahasiswa mampu menguasai materi Flight Safety

Kuliah

Ke-

Kompetensi

Dasar

Alokasi

Waktu

Indikator


Metode


Media

Pembelajaran Sumber Belajar

(1) (2) (3) (4) (5) (6) (7) (8) (9)

1 Mahasiswa

dapat

memahami

dan

mengetahui

tentang

pesawat

keseluruhan

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan

secara detail

bagian dan

macam pesawat

- Pengertian pesawat

terbang

- Macam dan jenis

pesawat terbang

- Bagian bagian di

dalam pesawat

Ceramah dan

diskusi

Tugas

Mandiri

Class

Activity

Ujian

Lisan

Papan tulis,

LCD proyektor

dan alat peraga

- Aircraft General

- Normal Procedure

- Emergency

Procedure

- Fire Fighthing

Procedure

- Evacuation Drill

2 Mahasiswa

dapat

memahami

tentang

penggunaan

Emergency

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

menggunakan

Emergency

- Arti dari emergency

- Macam dari

Emergency

Equipment

- Cara penggunaan

Ceramah,

diskusi,

presentasi

Tugas

Mandiri

Class

Activity

Papan tulis,

LCD proyektor

dan alat peraga

- Aircraft General

- Normal Procedure

- Emergency

Procedure

- Fire Fighthing

Procedure


47

Equipment di

pesawat

Equipment yang

ada di pesawat

- Prosedure

penggunaan

emergency

equipment

Ujian

Praktek

- Evacuation Drill

3 Mahasiswa

dapat

memahami

cara

penggunaan

emergency

equipment di

setiap kondisi

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami cara

penggunaan

emergency

equipment dalam

keadaan darurat

- Pengertian keadaan

darurat

- Prosedure

penggunaan

emergency

equipment dalm

keadaan darurat

Ceramah,

diskusi,

presentasi

Tugas

Mandiri

Class

Activity

Ujian

Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Aircraft General

- Normal Procedure

- Emergency

Procedure

- Fire Fighthing

Procedure

- Evacuation Drill

4 Mahasiswa

dapat

memahami

dan mengerti

Fire Fightting

Procedure

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

mengerti cara

pemadaman api

dan cara

pencegahan nya

- Pengertian Fire

Fighting

- Prosedure Fire

Fighthing

- Cara pemadaman

dan mengatasi api

Ceramah,

diskusi,

presentasi

Tugas

Mandiri

Class

Activity

Ujian

Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Aircraft General

- Normal Procedure

- Emergency

Procedure

- Fire Fighthing

Procedure

- Evacuation Drill

5 Mahasiswa

dapat

memahami

prosedur

Evacuation

Penumpang

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

memahami

prosedur dan cara

mengeluarkan

penumpang dari

- Prosedur dari

evacuation

penumpang

- Praktek

penyelamatan

penumpang

Ceramah,

diskusi,

presentasi

Class

Activity

Ujian

Lisan

Ujian

Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Aircraft General

- Normal Procedure

- Emergency

Procedure

- Fire Fighthing

Procedure

Evacuation


48

dalam pesawat

jika terjadi

emergency

/keadaan darurat


49


Mata Kuliah: Cabin Practice


Program: Pramugari

Standar Kompetensi:

Mahasiswa mampu menguasai materi Cabin Practice

Kuliah

Ke-

Kompetensi

Dasar

Alokasi

Waktu

Indikator


Metode


Media

Pembelajaran

Sumber

Belajar (1) (2) (3) (4) (5) (6) (7) (8) (9)

1 Mahasiswa

dapat

memahami

General

Information

tentang

pesawat

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

mengetahui

gambaran

Informasi tentang

isi dalam pesawat

- Pengertian General

Information

- Penjabaran

Informasi di dalam

pesawat

Ceramah dan

diskusi

Tugas Mandiri

Class Activity

Ujian Lisan

Papan tulis,

LCD proyektor

dan alat peraga

- Manual

Book B-737

Garuda

Indonesia

2 Mahasiswa

dapat

memahami

tentang

Cabin

Configuratio

n

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami

pembagian Cabin

di dalam pesawat

- Bagian pesawat

- Pembagian Cabin

dan area tugas

Pramugari

Ceramah,

diskusi,

presentasi

Tugas Mandiri

Class Activity

Ujian Lisan

Papan tulis,

LCD proyektor

dan alat peraga

- Manual

Book B-737

Garuda

Indonesia


50

dan Area tugas

pramugari

3 Mahasiswa

dapat

memahami

dan

menjelaskan

tentang

Cabin

Interior

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami bagian

apa saja yang ada

di Cabin bagian

dalam serta fungsi

nya

- Bagian Cabin

Interior

- Fungsi dan

kegunaan

Ceramah,

diskusi,

presentasi

Tugas Mandiri

Class Activity

Ujian Lisan

dan Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Manual

Book B-737

Garuda

Indonesia

4 Mahasiswa

dapat

memahami

Electrical

Comunicatio

n System

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

mengerti sistem

komunikasi di

pesawat dan

pembagian area

electrical

comunication

system

- Pengertian

comunication

system

- Pembagian dan

fungsi dari electrical

comunicatiopn

system

Ceramah,

diskusi,

presentasi

Tugas Mandiri

Class Activity

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

- Manual

Book B-737

Garuda

Indonesia

5 Mahasiswa

dapat

memahami

bagian

Galley

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

memahami dan

mengetahui

bagian dan fungsi

- Bagian bagian di

galley

- Fungsi dan

kegunaan barang

yang ada di galley

Ceramah,

diskusi,

presentasi

Class Activity

Ujian Lisan

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Manual Book B-

737 Garuda

Indonesia


51

dari bagian yang

ada di Galley

6 Mahasiswa

dapat

memahami

Type

Instruction

& Lay Out

Work Duty

Area

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

memahami

macam macam

instruksi dan

gambaran real

pembagian tugas

di pesawat

- Jenis jenis instruksi

- Makna dan maksud

dari Instruksi

- Gambaran

pembagian tugas

pramugari di

pesawat

Ceramah,

diskusi,

presentasi

Class Activity

Ujian Lisan

Ujian Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Manual Book B-

737 Garuda

Indonesia


52


Mata Kuliah: Flight Attendant Knowledge


Program: Pramugari

Standar Kompetensi:

Mahasiswa mampu menguasai materi Flight Attendant Knowledge

Kuliah

Ke-

Kompetensi

Dasar

Alokasi

Waktu

Indikator

Pembelajaran

Materi

Pembelajaran

Metode


Media

Pembelajaran

Sumber

Belajar (1) (2) (3) (4) (5) (6) (7) (8) (9)

1 Mahasiswa

dapat

memahami

tujuan dan

arti Service

,Safety,dan

Security

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

mengerti fungsi dari

Pramugari dalam segi

3 S

- Pengertian

Pramugari

- Peran Pramugari

- Arti dari

Service,Sahety,dan

Security

- Latar belakang

Pramugari

Ceramah dan

diskusi

Tugas

Mandiri

Class

Activity

Ujian

Lisan

Papan tulis,

LCD proyektor

dan alat peraga

- Manual

Book FA

Garuda

Indonesia

2 Mahasiswa

dapat

memahami

tentang

appeareance

dari seorang

awak kabin

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

mempraktekan dan

memahami satandart

penampilan seorang

pramugari

- Pengertian dan

penjelasan

penampilan

seorang pramugari

- Arti dari

Skill,Knowledge,d

an Attitude

Ceramah,

diskusi,

presentasi

Tugas

Mandiri

Class

Activity

Papan tulis,

LCD proyektor

dan alat peraga

Manual Book

FA Garuda

Indonesia


53

Ujian

Praktek

3 Mahasiswa

dapat

memahami

pola pikir

dalam

pelayanan

pramugari

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami pola pikir

pelayanan seorang

pramugari terhadap

pengguna jasa

penerbangan dunia

- Arti melayani

- Cara pelayanan

yang baik sesuai

standart prosedur

penerbangan

Ceramah,

diskusi,

presentasi

Tugas

Mandiri

Class

Activity

Ujian

Lisan dan

Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Manual Book

FA Garuda

Indonesia

4 Mahasiswa

dapat

memahami

keterampilan

dalam tugas

awak kabin

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami tugas dari

Pramugari

- Tugas tugas

seorang Pramugari

- Ketreampilan

seorang pramugari

Ceramah,

diskusi,

presentasi

Tugas

Mandiri

Class

Activity

Ujian

Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Manual Book

FA Garuda

Indonesia

5 Mahasiswa

dapat

memahami

Kemampuan

seorang

Pramugari

1 x 90

menit

Setelah mengikuti

perkuliahan,

mahasiswa dapat

menjelaskan dan

memahami

kemampuan seorang

pramugari

berdasarkan peranan

sebagai awak kabin

- Kemampuan

seorang Pramugari

Ceramah,

diskusi,

presentasi

Class

Activity

Ujian

Lisan

Ujian

Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Manual Book

FA Garuda

Indonesia


54

6 Simulasi 1 x 90

menit

- All materi Class

Activity

Ujian

Lisan

Ujian

Praktek

Papan tulis,

LCD proyektor

dan alat peraga

Manual Book

FA Garuda

Indonesia

7 Evaluation 1 x 90

menit

- Review all materi Ujian

Praktek


55

Subject : English Conversation

Term : 1 (satu)

Lecturer : Ganang Yudha Pratista, S.Pd.

Major : Airlines Crew

1. COURSE

Meeting Title Language and skills Time

allocation

1 Introduction to the

course

Rules of the course, Syllabus,

Aviation vocabulary 90 minutes

2 Introduction to cabin

crew

Describing jobs and personal

quality

Describing an airport

90 minutes

3-4 Pre-flight

Formal and informal greetings,

Asking direct questions, Saying

what’s wrong, Asking for

clarification

180 minutes

5 Boarding Describing types of luggage,

requests and responses 90 minutes

6 Cabin services and

amenities

Describing food and drinks,

Making offers 90 minutes

7 MID TEST 90 minutes

8 Cabin services and

amenities

Asking about preference,

Apologizing 90 minutes

9 Health and medical

issues

Parts of the body, Offering help,

Making suggestions, Giving

advice

90 minutes

10 Safety and

emergencies

Explaining situations, Responding

to concerns, Being assertive 90 minutes

11-12 Landing and layover

Giving instructions, Advising,

Explaining what’s happening,

Giving and refusing permission

180 minutes

13 Announcement Giving announcement 90 minutes

14 FINAL TEST 90 minutes


56

2. EVALUATION

No Evaluation component Weight (%)

1 Class Attendance/ Participation 20%

2 Assignments 20%

3 Mid-Semester Examination 30%

4 Final Examination 30%

Total 100%


57

Appendix 5. Syllabus Speaking Material for Jogja Flight School

SYLLABUS

SPEAKING MATERIAL FOR JOGJA FLIGHT SCHOOL

No Topic Objectives Material Activities Media Time

allocation

1. Pre-flight - Students are able to

welcome the

passengers

- Students are able to

greet the

passengers

- Students are able

to tell safety,

security and

emergency

procedures


allocate duties


give announcement

- Greeting

- Welcome on board

- Asking for

passengers’ identity

- Safety regulation

- Announcement: pre-

boarding

announcement

- Final boarding

announcement

- Pre-flight

announcement

- Prepare for take off

- Safety briefing

- Dialogue

- Read out loud

- Act it out

(Performances)

Introduce yourself to

someone you are

meeting for the first

time.

Say hello to people

you already know.

Introduce other people

to your friends

- Check with your

partner

2 x 45

minutes


58

2. Minor

Passengers

problem


identify

passengers’

problem


deal with the

problem


say sorry

- Identifying

passengers’ problem

- Dealing with the

problem (knowing

how to handle the

problem and/or give

suggestion)

- - saying sorry (give

reason for the

problem)

- multiple choices

- Dialogue

- Read out loud

- Act it out

(Performances)

- Check with your

partner

2 x 45

minutes

3. In flight

emergencies


give instructions


give instruction not

to do something


report instruction

- Check (findout what’s

wrong)

- Call (describe, inform,

and get help)

- Care (take action and

take care)

- Dialogue

- Read out loud

- Act it out

(Performances)

Example of giving

instruction in handling

accident

Role play a medical

emergency where two

of you are passengers

and two are flight

attendants (remember:

3C, check-call-care)

- Check with your

partner

2 x 45

minutes


59

4. Prepare for

landing and

saying good

bye


give announcement


say good bye to

passengers

- Announcement:

- announcement

- Pre-landing

announcement

- Prepare for landing

- Checking out

passengers’ safety

- Giving instruction

preparation for

landing

- Farewell passengers

- Dialogue

- Read out loud

- Act it out

(Performances)

Giving instruction and

before landing

announcement

Check with your partner

2 x 45

minutes


60


61


62


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