i
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
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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
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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
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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.
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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.
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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
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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
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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.
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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.
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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
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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,
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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
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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.
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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
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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
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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
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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
Upon completing this unit, the students are able to:
1. Give instructions
2. Give instruction not to do something
3. Report instruction
4. Prepare for
Landing and
Saying Good
Bye
Upon completing this unit, the students are able to:
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
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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
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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).
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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.
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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.
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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.
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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
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material. Besides, the future researchers also can develop the speaking material
using another theory.
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Nation, P. (2017). The four strands. Innovation in Language Learning and
Teaching, 1(1), 1-12.
Nation, P., & Yamamoto, A. (2012). Applying four strands to language learning.
International Journal of Innovation in English Language Teaching, 1(2),
167-181.
Wulandari, M. (2009). Designing a set of English intructional writing materials
utilizing Nicenet ICA fpr grade XI students of SMAN 1 Yogyakarta.
(Unpublished master's thesis). Sanata Dharma University, Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
SILABUS PEMBELAJARAN
Mata Kuliah: Flight Safety
Jenjang: Non Jenjang
Program: Pramugari
Standar Kompetensi:
Mahasiswa mampu menguasai materi Flight Safety
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
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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SILABUS PEMBELAJARAN
Mata Kuliah: Cabin Practice
Jenjang: Non Jenjang
Program: Pramugari
Standar Kompetensi:
Mahasiswa mampu menguasai materi Cabin Practice
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
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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SILABUS PEMBELAJARAN
Mata Kuliah: Flight Attendant Knowledge
Jenjang: Non Jenjang
Program: Pramugari
Standar Kompetensi:
Mahasiswa mampu menguasai materi Flight Attendant Knowledge
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 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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
- Students are able to
allocate duties
- Students are able to
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
2. Minor
Passengers
problem
- Students are able to
identify
passengers’
problem
- Students are able to
deal with the
problem
- Students are able to
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
- Students are able to
give instructions
- Students are able to
give instruction not
to do something
- Students are able to
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
4. Prepare for
landing and
saying good
bye
- Students are able to
give announcement
- Students are able to
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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