Seminar Proposal Script
ide 1: Title Slide
Good morning, honorable examiners and audience. Thank you for the opportunity to
present my research proposal. My name is Komang Manik Listia Dewi, a student of
the English Education Study Program. Today, I will present my undergraduate
research proposal entitled "Development of English Teaching Material for
Hospitality Department at SMA Karya Wisata Penarukan."
Slide 2: Background
In recent years, the hospitality industry has experienced rapid growth, particularly
in tourism hotspots such as Bali. This has led to an increase in demand for skilled
and competent workers, especially in the Front Office department of hotels.
Consequently, more students are enrolling in vocational high schools with
hospitality majors.
Vocational students are expected to master not only technical skills but also soft
skills, especially communication in English. However, English teaching in vocational
high schools still relies heavily on general English textbooks, which do not reflect
the real communicative needs of the hospitality industry. For instance,
check-in/check-out dialogues, handling complaints, or giving hotel information are
not covered in these materials.
According to Widodo (2015), Rahmawati & Cahyono (2018), and Suryanto (2019),
English materials used in hospitality programs often fall short of industry
expectations. Teachers struggle to contextualize the lessons, and students lack
motivation due to the irrelevance of the content to their future jobs. At SMA Karya
Wisata, observations confirmed these findings. Students lacked confidence in role-
plays and simulations because the materials were not aligned with real hotel
practices.
Slide 3: Problem Identification
Based on preliminary observations and literature, several problems were identified:
The English materials used are general and not contextualized to the hospitality
[Link] struggle with confidence and motivation in using English in
practical scenarios. Teachers face difficulties in adapting general curriculum
materials to meet industry [Link] is a lack of authentic materials that reflect
hotel-based communication [Link] problems highlight the importance of
developing English teaching materials that are tailored to vocational students'
specific needs, especially in the Front Office.
Slide 4: Research Questions
This study aims to answer the following research questions:
What are the eleventh-grade hospitality students’ needs regarding English
materials?
How is the development process of English teaching materials for the Hospitality
major at SMA Karya Wisata?
How is the quality of the developed teaching materials for eleventh-grade students
at SMA Karya Wisata?
Slide 5: Research Objectives
The objectives of this study are:
To identify the specific English language needs of Grade XI hospitality students.
To design and develop English teaching materials that are relevant to the Front
Office vocational context.
To evaluate the quality of the developed materials based on feedback from students
and teachers.
Slide 6: Research Limitation
This study focuses solely on Grade XI students in the Hospitality Department at SMA
Karya Wisata Penarukan. The materials developed are intended specifically for the
Front Office subject and are not designed for other vocational areas or grade levels.
This group was chosen because they are preparing for internships, making this the
ideal stage for intervention.
Slide 7: Literature Review (Theoretical Review)
There are several key theories that support this research:
Good morning. In this section, I will briefly present the literature that
supports my research.
1. English Teaching Materials
Teaching materials should match students’ needs and the learning goals.
According to Kusnierek (2021) and Widodo (2022), materials must include
real-life tasks, especially for vocational students like those in the hospitality
field.
2. English for Specific Purposes (ESP)
ESP focuses on teaching English based on students' future professions. It is
goal-oriented, needs-based, and prepares learners to use English in real job
contexts.
3. English in the Hospitality Industry
English is essential for Front Office staff who deal with international guests.
Studies show that task-based and role-play activities improve students'
communication skills for hotel situations like check-ins and handling
complaints.
4. Development of Teaching Materials
Developing materials involves planning, needs analysis, and validation.
Materials should integrate all four language skills and reflect workplace
situations to prepare students for real-world tasks.
5. Challenges in Vocational Schools
Teachers often face limited resources and lack of training. Effective materials
must be relevant, engaging, and developed through collaboration with
industry and curriculum experts.
Slide 8: Literature Review (Empirical Review)
Several previous studies have developed English materials for vocational students,
such as automotive and fashion design programs. However, these studies do not
address the specific communication needs of Front Office students. For example:
Lestari & Priyana (2024) developed materials for automotive students.
Maula (2021) focused on fashion design.
Syatriana (2013) found that teachers struggled due to the lack of contextual
materials.
Thus, there remains a gap in materials that prepare students for real-world
communication in hospitality settings. This study aims to fill that gap.
Slide 9: Research Gap
To summarize the research gap:
Previous studies focused on other majors, not [Link] materials are too
general and lack authentic [Link] specific communication needs of Front Office
students are not [Link] studies used traditional R&D models, not the D&D
[Link] study addresses the gap by using the D&D model to develop materials
based on student needs, targeted specifically at Front Office tasks.
Slide 10: Research Methodology
- RESEARCH DESIGN
This study adopts the Design and Development (D&D) model by Richey & Klein
(2007), which includes four stages: Analysis, Design, Development, and Evaluation
(ADDE).
Analysis: A needs analysis questionnaire was distributed to students and interviews
were conducted with the teacher.
Design: A course matrix was developed based on the SMK curriculum and student
needs.
Development: Materials were written and refined based on expert input.
Evaluation: The materials were evaluated by an English teacher and a Front Office
teacher for quality and practicality.
- Research Setting
This research was conducted at SMA Karya Wisata Penarukan. Located at
SAMRATULANGI Streat , Penarukan, Buleleng District, Buleleng Regency, Bali
- Research Subject & Object
The subjects of this study are eleventh-grade hospitality students and the Front
Office teacher. The research focuses on developing English materials to support
students before their internship, equipping them with practical language skills
needed for real Front Office tasks.
Slide 11: Research Instruments
Three main instruments were used:
Needs Analysis Questionnaire: Based on Hutchinson & Waters’ framework, covering
necessities, lacks, wants, and learning preferences.
Pre-test and Post-test: To measure improvement in language skills.
Material Evaluation Questionnaire: Used by experts to assess the quality of the
materials using a Likert scale.
[Link] collection
This study applied a quantitative approach by collecting numerical data through
structured questionnaires. Students completed Likert-scale questionnaires to
identify their English learning needs for Front Office tasks, while teachers provided
input on current teaching methods and materials. Additionally, two experts
assessed the developed materials using an evaluation rubric to ensure quality and
relevance.
13. CLOSING
I hope that this study will contribute to the development of better English materials
tailored for hospitality students, especially those preparing for internships.
I realize this study has limitations, so I welcome any feedback and suggestions from
the examiners to improve this research.
Thank you for your attention. I'm ready for questions.