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Theoretical Background and Literature Review
Theoretical Background and Literature Review
In this part some theoretical background relating the research will be presented
such as definition of syllabus, ESP ( English for Specific Purpose), the concept of
competence for food and beverage service food and beverage services theory,
empirical review, and conceptual framework. The theory will be more explain as
follows.
2.1 Syllabus
which the content will be presented. It means that syllabus is consist of content of
course that will be thought to the students. All content in syllabus is designed
based on what is the students need or what students have to has about. Nunan
planning courses of various kinds, and that the task of the syllabus designer is to
Grunert (1997) as cited in Eberly, Newton, and Wiggin ( 2001: 58 -59) She views
the syllabus as an initial and important point of interaction between instructor and
student; it clarifies mutual responsibilities, helps set the tone of the course, and
describes the instructor’s beliefs about the educational purpose of the course. The
syllabus becomes that much more critical because its content serves the dual role
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of providing specific information for the course, as well as establishing the
foundation for the yet to be negotiated, unwritten rules for the ways in which the
According to Matejka and Kurke (1994) as cited in Parkes and Harris (2002:55)
syllabus is used as a contract between instructor and the students. The syllabus
serves to set forth what is expected during the term of the contract typically a
semester and to guide the behaviors of both parties. More specifically, the syllabus
should delineate the responsibilities of students and of the instructor for various
means that syllabus is used to link the instructor to the students. The instructor
helps the students to gain their target and the students have to follow up the
As with other contracts, some syllabi can be heavily negotiated and others not. In
expectations of the breadth and depth of coverage that would cause the instructor
based on what the students need or expected. The students' need will be the
In addition parkes and harris (2002:57) stated that syllabus cab be use as a
permanent record of what was taught during the course. By providing details of
what was covered, what students were expected to do, and how these outcomes
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and performances were assessed, syllabi can be quite helpful in efforts to evaluate
both individual instructors and entire programs. Hutchings (1996) in Parkes and
Harris (2002:57) claimed that As part of the review process, course syllabi are
means that syllabus can be use for evaluation source about what was done in
course. Syllabus can show whether the objective of the course already complete or
not. Syllabus is also used in determining the quality of the teacher, it is because if
the objective is done well, it means that the teacher is able to deliver the content in
syllabus well.
English for specific purposes is a term often which is used to describe a language
which cannot be accessed by people who are not members of a particular language
community (Frendo, 2005:6). Based on Celce - Murcia (2001: 143) stated that
tailored to the specific learning and language use needs of identifies students and
also sensitive to the socio cultural context in which these students will be using
language teaching in which all decision as to content and method are based on
learners' reason for learning. It means that ESP is a term where English is used for
particular goal in learning. ESP is learnt for special goal of learning. Learners
learn ESP because there is a specific purpose that will be achieved. According to
Day and Mark (2011: 1) ESP (English for Specific Purposes) involves teaching
and learning the specific skills and language needed by particular learners for a
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particular purpose. The P in ESP is always a professional purpose – a set of skills
that learners currently need in their work or will need in their professional careers.
ESP and General English are two different terms. One of the fundamental
differentiations between GE and ESP are about the aim of instruction of each
terms. In GE all skill such as listening, speaking, reading, writing are stressed
equally while in ESP the instruction which is thought based on the students' needs.
ESP practitioner design the material based on the students need. If the students
lack of speaking skill, ESP only focus to improve the students' speaking. ESP is
focus language learning and teaching situation which is developed based on the
purpose and learners' need. ESP more emphasizes on the language use in the real
Dudley-Evans & St John (1987: 5) provide their definition about ESP. there are
1. Absolute characteristics
disciplines it serves;
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2. Variable characteristics
courses assume basic knowledge of the language system, but it can be used
with beginners.
Basically, ESP can be divided into two classified main branches such as English
for Academic Purposes or EAP and English for Occupational Purposes or EOP.
EAP (English for Academic Purposes) refers to any English teaching that relates
to academic study needs. Dudley-Evans & St John (1987:5) argue that in the area
of EAP, English for Science and Technology (EST) has been identified as the
focal area, but English for Medical Purposes (EMP) and English for Legal
Purposes (ELP) have always gained their places. More recently, English for
(1991:21) stated that EOP (English for Occupational Purposes) involves work-
related needs and training”. Dudley-Evans & St. John (1987:5) elucidate that the
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situations. For example, English for Medical Purposes (EMP) is a course focusing
on practicing doctors and English for Business Purposes (EBP) is developed for
For the statement and theories above, it can be conclude that ESP is term of using
English for special need and purposes. In ESP, learners need is the foundation in
running the ESP. ESP has two branches namely EAP ( English for Academic
Tomlinson (2011) stated that materials for language for language learning refers to
things that can help students to learn the language. The material include books,
videos, graded readers, flash cards, game, websites, and mobile phone
Material is one thing that is needed to support the learning activities of the
learners. By using appropriate with learners need will help the learner to gain the
information and knowledge easily and efficiently. Learners will get the knowledge
Celce - Murcia (2001) defined material as the centre of instruction and one of the
most important influence on what goes on in the classroom. It means that material
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1. Material should have an impact on the learners and arouse learners' curiosity,
attention, and interest. Impact refers to material that is used give significant
teacher can ask the students to do some activities such as role play, class
interviews, group discussion and also drama. By giving these activities will
the material the teacher have to be able to facilitate each students learning
style. The material should give the same opportunities for the students to
which is used should give the students the choice to solve the problem. By
giving the students opportunities to choose their problem solving will build
them for being autonomous and independent. In the material, the task have to
Material plays an important role in ESP. in designing the material for ESP have to
consider some aspect such as the appropriateness between material and the
learners need. Hutchinson and water (1987:108) state that there are six principle
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Appropriate material can motivate learner to learn. Appropriate material
2. Material have to help the learner to organize the teaching learning process by
Appropriate material have to have clear and coherent unit structure which can
lead the teacher and learner through various activities and maximize the
learning chance. The material needs to provide the interesting and fun
activities. Through interesting material will prevent the students to get bore.
language and learning which reflect what the author thinks and feels about the
learning process and language learning. The material need to consist of the
5. Material can have a very useful function in broadening the basis of teaching
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Material should be able to stimulate teacher to be creative in designing the
Moreover Hutchinson and Waters (1987:108) state that the model of ESP material
design consist of four elements; input, content focus, language focus and task:
1. Input
The input can be in the form of a number of things such as stimulus material
for activities such as a stimulus material for activities of new language items,
correct models of language use, and a topics for communication. This could be
2. Content focus
and it is not only for learning purposes. Material design should have non
classroom. The material may consist of the culture base of the students
3. Language focus
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The purpose of language teaching is to be able to use language accurately. In
order to encourage learners use language, the material should in due with
4. Task
Walace (1992) in El Imane (2013) gave some criteria in selecting appropriate ESP
materials:
the learners to be active, work hard and have good understanding about the
course
4. Diversity: the material should lead the range of classroom activities, be a tool
for teaching specific language structure and vocabulary and promote reading
strategies
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In conclusion, designing appropriate material is needed in order to help the
author have to consider some aspect such as the activities design that should be
fun and interesting. The activities also enable student to think critically. The tasks
The most important thing is the material that is made can cover the students' need.
knowledge. Based on Celce - Murcia ( 2001: 57) claimed that need analysis is a
This statements also quite similar with Richards (2001:51) stated that need
that need analysis is the an activity that is done to know and understand what
According to Robinson ( 1991:7-8) word needs has different meaning. First, needs
refer to the students' study or job requirement, that is what they have to be able to
do in the end of their language course. Second, needs refer to what the user
order to acquire the language. Fourth, need refer to what students themselves
would like to gain from the language course ( personal aim). Fifth, needs refer to
the lacks, that is what the students do not know or cannot do in English.
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Hutchinson and Waters (1987: 54) states that needs can be in the form of target
language. What is learners need to in the target situation and learning needs. In
order to know the students needs, asking them about the reason why the learners
take the course is one way that can be done. By understanding the learner
background and interest will help the teacher to analyze the students need.
Robinson (1991: 8- 10) proposed three approach can be used to design need
analysis, they are target situation analysis (TSA), present situation analysis (PSA)
and the language audit. Target Situation Analysis is a need analysis approach that
Analysis (PSA) is a need analysis approach which seeks to establish what the
students are interest with at the beginning of their language course. Investigating
their strength and weakness, finding information regarding with the students
language audit is a need analysis approach which combines the principle of TSA
and PSA. The language audit is frequently used in business and industrial
purposes. The procedure of designing needs analysis using the language audit is
started form finding target profile of language skills as a part of job description.
After that, ESP practitioner needs to find a profile of present ability of the learner
match up with job requirement. Finally, ESP practitioner have to determine how
Dudley - Evan and St John ( 1998: 125) design a current concept of need analysis.
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1. Professional information about the learners; the task and learners activities
will be using English for target situation analysis and objective needs
2. Personal information about the learners; factors which affect the way they
3. English language information about the learners; what their cuurent skills
and language use are - present situation analysis, which allow the ESP
practitioner assess
language and skills are used in the target situation ( linguistics analysis,
8. Information about the environment in which the course will be run ( means
analysis)
Hutchinson & Waters ( 1987 : 59 -63) introduce the framework of need analysis.
The frame work can be divided on two indicators call as target language and
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learning needs. The framework shows how to analyze target needs and learning
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postgraduate, secondary school attitude to subject content
Materials
Aids
Opportunities for out of class
activities
4 Who the learner will use the Who are the learners
language with Age/sex/nationality
Native speakers or non native
What do they know already
Level of knowledge of receiver
about English?
e.g. expert, layman, student
What subject knowledge they
have?
5 Where the language will be used Where the ESP course take place
Physical setting; e.g. office, Are surroundings pleasant, dull,
lecture, theatre, hotel, noisy, cold etc?
workshop, library
Human context; e.g. alone,
meetings, demonstrations, on
telephone
Linguistics context; e.g. in own
country , abroad
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6 When the language will be used When the ESP course take place
Concurrently with the ESP Time of day
course of subsequently Everybody/once a week
Frequent, seldom, in small, Full time/ part time
amount in large chunks Concurrent wit need or pre-need
Needs analysis includes a wide of variety of techniques for collecting and
analyzing information, both about learners and about language ( Celce - Murcia
observation, data collection (e.g. gathering texts) and informal consultation with
the kitchen and drinks prepared in the bar to the customers at the food and
beverage premises, which can be restaurant, bars, hotels, airlines, cruise ships,
trains, companies, schools, college, hospitals, prison, take way etc. Dennis and
John (2006) in Todi (2015). Food and beverage students is the essential link
between the customers and the menu, beverage and other services on offer in a
restaurant.
Based on Cousin, Dennis and Suzanne (2014 : 2) Food can include a wide range
of styles and cuisine types. There can be classified by country, for example,
specially such as fish, vegetarian, or health food. Beverage include all alcoholic
and non - alcoholic drinks. Alcoholic beverage include wines and all other types
of alcoholic drinks such as cocktails, beers and cider, spirits and liqueurs. Non -
alcoholic beverage include bar beverage such as mineral waters, juices, squashes,
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and aerated waters, as well as tea, coffee, chocolate, and also proprietary drinks
such as Bovril.
Based on Salai (2008) in Todi (2015) state that waiter and waiters are special
name for someone who works related with food and beverage services and works
at restaurant or bar attending customers and supplying them with food and drinks
as requested promptly and pleasantly. The duties of waiting staff include preparing
tables for a meal, taking customers' orders, serving, drinks and food, and cleaning
It can be conclude that food and beverage servicer need to use well language in
order to give the best serviceable for the costumer. Server not only has to has good
listening but using appropriate language will build good relationship with the
costumer. Reading and writing also important in building good relationship with
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the costumer by giving clear information if the costumer make a reservation
thorough email.
2.6 National Standard Working Competence for Food and Beverage Service
SKKNI does not only focus on discussing about the professional skills of each
division in tourism aspect, but it also focus on the standard of English proficiency
The expected English proficiency of the students of food and beverage department
kera dan trasmigrasi republik indoesia nomor: kep.318/ Men/ IX/ 2007 tentang
dan minuman sub sector restoran, bar, dan jasa boga. In general, the English skills
which have been made appropriately with the expected professional skills of the
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a. Providing and asking general information about costumer. This covers
asking and giving the information with the costumer about familiar
information. This includes greeting, giving, and asking for details and
language.
c. Responding to and handling complainant from the costumers. It is
feedback.
d. Evaluating and reporting the result of the conversation. this is about
telephone, give greeting and the identity of the caller/receiver and the
the name of the caller ot the company and the message based on the
time calling.
c. Evaluating and reporting result of telephone conversation. This is
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This unit contents of the knowledge, skill, working attitude needed in handling
complainant using English in food and beverage service. The points are stated
below.
a. Building character and complaint details of the costumer using
synchronized with the standard of food and beverage service competences, will be
material for ESP class. The researches were carried out by Kadek Todi (2015),
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Eka Grana (2015) and Hardina (2014). Kadek Todi did his research about
developing integrated computer based English material for food and beverage
service in mediteranian bali hotel school. In his research kadek made an integrated
computer based is used because it is interesting and prevent the students to feel
bored and the material will be easier to be understood. The result of the research
was that the integrated computer based are compatible to both common Asean
(1998). Eka Grana (2015) conducted the research about developing authentic
listening materials for food and beverage students in Singaraja Hotel School Bali.
The aim of the research is about developing authentic listening materials that are
needed for food and beverage services. The result of the research was based on the
expert judgment the materials are excellent and the implementation of the
developed material were also excellent based on teacher and student point of view.
material for students room division department in STP Nusa Dua bali. The aim of
this research is to analyzing the topics needed by the students of STP Nusa Dua
material, Sugiyono's design was used that consist of some stages. The result of the
study was the product need to be renewed to give the students up to date material
From some previous research above, there is no researcher that make a research
that focus on the all language skill. So, the similar research would be conducted
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in order to help the students to communicate in English well by giving the
material that consists of all language skill. The aim of the research is developing
English material for food and beverage service students in Singaraja Hotel School.
The material development will consist of all skill in English such as listening,
In conducting the research, the researcher will begin this research by making need
analysis. Need analysis is needed to know what appropriate product will be made.
Need analysis also needed to make draft of the product. By drafting the product,
the content can be arranged well. The next step is designing the product, content
in the product will be designed by following need analysis and draft of product.
Product testing is the next step when product was designed. Product testing will
be done by giving material content validity in the form of try out and
discussing what are the lacks of this product to the advisor and researcher will
revise before the product becomes final product and ready to use.
The conceptual framework of the research also can be seen on the following
figure.
Drafting Revision
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