MINI RESEARCH

ESP Course Design

“An Analysis of Students’ Needs and English Learning Materials for 10th
Grade Students of Vocational High School in Majoring Fishery at SMK
Negeri 12 Medan”

ARRANGED
By Group D:

1. Ayu Wardani (2182121023)

2. Kristiani Hutapea (2183321039)
3. Putri Ilsa Lubis (2182121007)

English Education 18 D

ENGLISH DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2021
PREFACE
First of all, the writers want to express our thanks to God because of His grace and bless
our Mini Research can finish. The tittle of Mini Research is An Analysis of English Learning
Materials for 10th Grade Students of Vocational High School in Majoring Fashion. This paper is
a requirement to fulfill the assignment from Nora Ronita Dewi, S.S., M.Hum. as the lecturer of
ESP Course Design in State University of Medan. The writers also thanks to him for all the
guidance to complete it.

In completing this paper, the writers faced many problems, but with the help of many
people all the problem could be passed. May God give the blessing for them. Although this paper
has many weaknesses in the arrangement and explanation, the writers hope that it can be used as
a reference for the reader to understand about the learning material that used by students of
Vocational High School especially majoring Fishery.

May 1, 2021

Group D

i
Table of Contents

PREFACE...................................................................................................................................................i
Table of Contents.......................................................................................................................................ii
CHAPTER I...............................................................................................................................................1
INTRODUCTION.....................................................................................................................................1
A. The background of the Study........................................................................................................1
B. Formulation of the Problem..........................................................................................................2
C. The Objective Research.................................................................................................................2
D. The Benefit of the Study................................................................................................................2
CHAPTER II.............................................................................................................................................3
LITERATURE REVIEW.........................................................................................................................3
I. English at Vocational High School...............................................................................................3
A. The Curriculum.........................................................................................................................3
B. Fishery Study Program.............................................................................................................3
II. English for Specific Purposes....................................................................................................4
A. The Definition of ESP................................................................................................................4
B. The Needs Analysis....................................................................................................................4
III. English Learning Materials......................................................................................................5
A. The Nature of Learning Materials............................................................................................5
B. Criteria of Good Learning Materials.......................................................................................6
CHAPTER III............................................................................................................................................7
RESEARCH METHODOLOGY...........................................................................................................7
A. Research Design.............................................................................................................................7
B. Research Subject............................................................................................................................8
C. Data Sources...................................................................................................................................8
D. Data Collection...............................................................................................................................8
CHAPTER IV..........................................................................................................................................10
RESULT AND DISCUSSION................................................................................................................10
CHAPTER V...........................................................................................................................................20

ii
CONCLUSION........................................................................................................................................20
A. Conclusion....................................................................................................................................20
B. Suggestion.....................................................................................................................................20
ATTACHMENT......................................................................................................................................21

iii
CHAPTER I

1
 INTRODUCTION
A. The background of the Study
Vocational high school is a type of secondary education in which the specification
is preparing the students to work in certain field soon after they graduate. In terms of
English teaching, according to the National Education Standards Agency (2006) for
vocational high schools, English aims to make students proficient in both written and
spoken language to support their competence in a certain study program. To reach the
objective, there are some factors to consider such as teachers, media, materials, etc.
Materials take important part in the process of teaching and learning. The materials give
students input to develop their knowledge and improve their skills. Tasks provided within
the material also help students to practice and give them exposure about English. Based
on the objectives of vocational education, the English material used in the learning
process should be adjusted to the study programs. It aims to fulfill the students ‘needs so
they can maximize their skills.
Unfortunately, materials for vocational high schools which are provided by the
government and publishers are still too general. Although the materials are different from
the materials used in Senior High School, they are not specified into certain study
programs whereas, English needed by students when they get jobs later or when they
continue studying in the higher level will be different. A study program offered in
vocational high schools is fishery. Students of Fishery Study Program learn everything
about fish in expertise lessons including the characteristics of fish, how to cultivate them,
how to feed them, etc. since after graduation, the students are expected to work in fishery
industry both locally and globally. Ideally English materials used to teach students of
fishery study program have relevance to their field. In fact, the materials are too general
and do not support their knowledge in the field of fishery.
Students’ need analysis is the first step before designing a program outline to
identify what things must be studied. Therefore, the students’ need analysis attempts to
investigate the relevance between target language (English), proficiency, and what the
students have to do to master English. To analyze the students’ need, there are two types
of needs that must be considered those are target needs and learning needs. The first type
is target needs, it analyze what the students must conduct with English in target situation.
There are some components in target situation as follow: necessities, lacks, and wants.
Necessities are what the students have to know in order to communicate effectively using
English in target situation. Providing information that has to be understood is not
sufficient, the teacher also demands to identify what the students know already. So the
teacher can define the lacks of the students to find solution. While, wants are view and
hope of each student toward his or her own needs in learning English.

2
 The second is learning needs. Hutchinson and Waters said learning needs can be
defined as what are the students need to do to acquire the English language. It is the way
to think about what route can be taken to arrange activities and create interesting
environment in the teaching process. Both of the types of needs above aim to prepare
appropriate content of English course design for students. So that, the students can learns
English for their purpose maximally to be human resource that have competence to
communicate effectively in English in their target area.
By conducting this research, the writer tries to find out the needs of the tenth
grade of fishery students of SMK Negeri 12 Medan in learning English. Furthermore,
result of this research can be used as suggestion to SMK Negeri 12 Medan to design
specific English material for marketing students.

B. Formulation of the Problem

a. What are the target needs of grade X students of Fishery Study Program?

b. What are the learning needs of grade X students of Fishery Study Program?

c. How is the need in English for Specific Purposes of the grade X students of
Fishery Study Program of SMK Negeri 12 Medan?

C. The Objective Research

a. To describe the target needs of grade X students of Fishery Study Program.

b. To describe the learning needs of grade X students of Fishery Study Program

c. To describes the need in English for Specific Purposes of the grade X students of
Fishery Study Program of SMK Negeri 12 Medan.

D. The Benefit of the Study

a. English Teacher
The teacher can use the material as additional source in teaching students of
fishery Study Program and this study can motivate the teachers to develop such
kind of materials for other study programs.
b. For Student
This research provides appropriate material for students of of fishery study
program so they can learn many vocabularies related to their need to support their
competences and their future

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 CHAPTER II

LITERATURE REVIEW

I. English at Vocational High School

A. The Curriculum
English is stated as an adaptive subject that has two major purposes. First is to
comprehend the basic knowledge and skill program achieved, and second is to implement
those skills and knowledge so that the students can interact well using spoken and written
English at the intermediate level (BSNP, Jakarta: 2006).

According to the Laws of Education System No. 20 of 2003, a curriculum

includes some ways or methods as manual or learning activities in order to achieve some
specific educational purposes. The recent curriculum applied in school is curriculum
2013. It points out that the aim of education is to develop three aspects of student’s
competences which are attitude, knowledge, and skill. Those competences are formulated
in the core competences (KI) which has one or more basic competences (KD). The first
and second core competences (KI-1 and KI-2) are applied to develop the religious and
social competences and the third and fourth core competences (KI-3 and KI-4) are
applied to develop the knowledge and skill competences of the students. Further,
curriculum 2013 proposes scientific approach as the guidance in the language teaching
and learning process. The scientific method steps used in the language classroom are: i)
Observing, ii) Questioning, iii) Experimenting/collecting data/information, iv)
Associating/analyzing data/information, v) Communicating, and vi) Creating.

B. Fishery Study Program

Considering the part of Indonesia that 70% of it is in the form of sea, human
recourses with high knowledge and good skill are needed to manage the natural
recourse produced by the sea to develop fishery and marine field. Therefore some
vocational high schools in Indonesia offer fishery and marine as one of their study
programs. The aim of fishery study program is to develop students‘ skill, knowledge,
and attitude in the field of fishery.

After graduation, the students are expected to work in fishery industry both
locally and globally. In local industry, they can be entrepreneur by running fishpond
or building home industry that produces food made from fish. In global industry, they
can work in foreign companies that are good in fishery like in Japan, South Korea,
Spain, Thailand, China, Vietnam, and Australia. Some students of Fishery Study
Program continue their study to university and they can work in fishery and marine
ministry. Therefore they need English to communicate with others.

4
 Considering the need of fishery students‘ graduation, the researcher thinks that
students of fishery study program need English materials that are relevant to fishery
and marine to support their careers later on. In relation to that, they need English for
specific purposes. Therefore next part will discuss English for specific purposes.

II. English for Specific Purposes

A. The Definition of ESP
Vocational high schools aim to prepare the students to compete on their work
field of their expertise. English is one of the compulsory subject to be taught. However,
there is a difference approach to teach English in vocational high schools. ESP is the best
way to learn English based on their specific skill.
Hutchinson and Waters (1987: 18) argue that ESP is not a language methodology which
teaches specialised varieties of English and consists of a specific type of learning
materials but it is an approach to language learning which is based on learner’s need.
Nunan (2004:7) adds that ESP is an important subcomponent of language teaching that
has its own approaches to curriculum development, material design, pedagogy, testing
and research. Further, Tomlinson and Masuhara (2004) state that ESP is designed to
fulfill the specific needs of the learner based on needs analysis. In conclusion, ESP is
based on students’ needs in learning English. Since students’ needs in ESP are very
crucial, needs analysis should be conducted earlier before designing the materials.

B. The Needs Analysis

Needs analysis is the very first step before designing the ESP materials. It helps
the materials developer to create an appropriate material based on the students’ need so
that it helps the students comprehending the English materials based on their expertise.
Chambers (1980) in Basturkmen (2010: 17) states that needs analysis should be
concerned with the establishment of communicative needs resulting from an analysis of
the communication in the target situation. Richards (2001:52) lists a number of reasons
for conducting needs analysis before starting a course for a group of learners as follows:

a. To find out what languages skills a learner needs in order to perform a

particular role
b. To help determine if an existing course adequately addresses the needs of
potentials students
c. To determine which students from a group are most in need of training in
particular language skills
d. To identify a change of direction that people in a reference group feel is
important
e. To identify a gap between what students are able to do and what they need to
be able to do

5
 f. To collect information about a particular problem learner are experiencing
Hutchinson and Waters (1987: 54) define needs as the ability to comprehend and
to produce the linguistic features into two categories: target needs and learning needs.
The target needs are what knowledge and abilities the learner will require in order to be
able to perform appropriately in the target situation. The analysis of the target needs is
divided into three points which are necessities, lacks, and wants.

a. Necessities is defined as the type of needs determined by the demands of the

target situation.
b. Lacks is the gap between what the learners know already and what the
learners do not know.
c. Wants is what the learners expect about language area that they want to
master.
Hutchinson and Waters (1987: 53) find that the awareness of learning needs has
an influence on the context of a language course and will exploit what is potential for the
learners. Hutchinson and Waters (1987: 6) draw three main reasons of the emergence of
ESP course. They are:

a. The demands of a brave new world.

b. A revolution in linguistics
c. Focus on the students
Needs analysis is really important to be conducted at the beginning before
designing ESP materials, since students’ learning needs are the guidance in developing
appropriate English learning materials.

III. English Learning Materials

A. The Nature of Learning Materials
According to Tomlinson (1998:2), materials can be anything which is used by
teachers or learners to facilitate language learning. Richards and Renandya (2002:65-
66) add that teaching materials as a key component in most language programs that
may in the form of (a) printed materials, (b) non-print materials, and (c) materials that
comprise both print and non-print sources. Tomlinson (2008:15) argues that materials
are effective to help learners to notice features of the authentic language as they are
exposed to facilitate and accelerate language acquisition. Hence, materials should
provide exposure to authentic use of English through spoken and written texts with
the potential to engage the learners cognitively and effectively. In addition, Richards
and Renandya (2002: 66) state that some teachers use instructional materials as their
primary teaching resource, for the materials provide the basis for the content of

6
 lesson, the balance of skill taught, and the kinds of language practice students take
part in.

B. Criteria of Good Learning Materials

Hutchinson and Waters (1987: 107) propose some ideas of the good learning
materials such as; (i) good materials do not teach, they encourage learners to learn;
(ii) good materials will contain interesting texts, enjoyable activities which engage the
learners’ thinking capacities, opportunities for learners to use their existing
knowledge and skills, and content which both learner and teacher can cope with; and
(iii) good materials should provide a clear and coherent unit structure which will
guide teacher and learner through various activities in such a way as to maximize the
chances of learning. Tomlinson (1998) in Richards (2001: 263) suggests that good
materials should achieve impact, help learners to feel at ease, help learners to develop
confidence, require and facilitate learner self-investment, expose the learners to
language in authentic use, provide the learners with opportunities to use the target
language to achieve communicative purposes, take into account that the positive
effects of instruction are usually delayed, take into account that learners differ in
affective attitudes, permit a silent period at the beginning of instruction, maximize
learning potential by encouraging intellectual, aesthetic, and emotional involvement,
not rely too much on controlled practice and provide opportunities for outcome
feedback.

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 CHAPTER III

RESEARCH METHODOLOGY
A. Research Design
Research design is the framework of research methods or techniques chosen by a
researcher. The design allows researcher to hone in on research methods that are suitable
for the subject matter and set up their studies up for success. Research design refers to the
strategy to integrate the different components of research projects in cohesive and
coherence way. Some experts have different opinion about what is mean by research
design. According to Creswell (2009:3). Research design is plans and the procedures for
research to detailed methods of data collection and analysis. The function of a research
design is to ensure that the evidence obtain enables us to answer the initial question as
unambiguously as possible. There are there main types of research design, that are data
collection, measurement, and analysis. In this study, researchers used a quantitative
descriptive design because this study focused on collecting data about the teaching
instrument used in vocational schools at SMKN 12 Medan. According to Fraenkel and
Wallen (1993, p.23), descriptive methods are methods used to explain, analyze and
classify things through various techniques, surveys, interviews, questionnaires,
observations, and texts. In addition, Gay (1987) states that "the descriptive method is a
research method that involves collecting data to test hypotheses or answer questions
about the correctness of the status of the research subject. Descriptive design is a
scientific method that involves observing and describing a subject's behavior without
affecting it at all. The results of descriptive research in no way can be used as definite
answers or to refute hypotheses, but if limitations are understood, they can still be useful
tools in many areas of scientific research. According to Aliaga and Gunderson (2002),
quantitative research is an investigation of a social problem, explaining phenoma by
collecting numerical data which is analyzed using mathematical-based methods, for
example. in certain statistics. According to Creswell (2003) researchers primarily use a
post-positivist approach to developing knowledge when quantitative research is selected
(i.e. cause and effect thinking, use of measurement and observation, and theory testing),
using inquiry strategies such as experiments and surveys, and collect data on

8
 predetermined instruments that generate statistical data. Therefore, this study uses
descriptive quantitative as the research design.

B. Research Subject
In this study, the subjects were students and a teacher from SMKN 12 Medan.
The subjects in this study were students from the Department of fishery Design and
English Teachers of Fashion Design. With 24 students and 2 English teacher.

C. Data Sources
Sources of data in this study were to provide questionnaires to students majoring
in fishery, besides that researchers also gave questionnaires and interviews to teachers.

D. Data Collection
Data methods are the techniques that researchers use to collect data. The
techniques used can be seen through: questionnaires, interviews, observations, etc. In this
study the writer used a questionnaire and a short interview with the teacher. There are
two kinds of questionnaires, one for students and one for teachers. The questionnaire we
provide to students is related to the opinions or experiences they feel while learning
English. Is it appropriate or not the material taught by the department they are in, namely
the major in fishery. And the questionnaire we gave to the teacher was a number of
questions about the teaching instrument used when teaching in class. with yes and no
options. In addition, to complete the data and information we need, we also ask for lesson
plans that teachers use.

There are several steps in collecting data:

a) The researcher chose an English teacher majoring in fashion design and a grade X
student majoring in fashion at SMKN 12 Medan.

b) The researcher gave a questionnaire to the teachers related to the problems

discussed by the researcher, besides that the researcher also gave some short interview
questions about the teaching instrument. In addition, researchers also provide
questionnaires to students via google form, which researchers share through the class
WhatsApp group.

9
 The instrument is a tool needed to obtain information. Gay and Airasian (2000:
145) state that an instrument is a tool used in collecting data. Meanwhile, Arikunto (2000:
134) states that the instrument in collecting data is a tool used by researchers to help them
collect data to make it more systematic and easier. The instruments in this study were
questionnaires and interviews. Because the schools is still in online learning, the
researchers distributed questionnaires through the class group WhatsApp in the form of
G-Form and also questionnaires to teachers directly by coming to the SMKN 12 Medan.

10
 CHAPTER IV

RESULT AND DISCUSSION

In this study, the authors conducted quantitative descriptive research where the results of
this study were in the form of numbers and explanations related to the results of the research that
the authors had analyzed. According to Fraenkel and Wallen (1993, p.23), descriptive methods
are methods used to explain, analyze and classify things through various techniques, surveys,
interviews, questionnaires, observations, and texts. According to Aliaga and Gunderson (2002),
quantitative research is an investigation of a social problem, explaining phenoma by collecting
numerical data which is analyzed using mathematical-based methods, for example.

To find out the students' needs related to English learning materials for class 10th Grade
Students of Vocational School in Majoring Fishery at SMK NEGERI 12 MEDAN an analysis is
required. By analyzing student needs, the authors can find out what is needed by students. The
authors gives 15 questions related to student needs. There are 24 students from Vocational
School in Majoring Fishery at SMK NEGERI 12 MEDAN. 

In this analysis there are 3 targets, namely the desire to learn, learning needs and learning
deficiencies. By indicating these three goals, researchers can develop learning tools according to
what students need. These 3 important targets must be considered before designing a syllabus.

No Statement Strongly Agree Undecided Disagree Strongly

Agree Disagree
1. The quizzes given after 29,2% 66,7% 0% 4,2% 0%
studying the material will
increase my interest in
learning.

2. I will be more interested 66,7% 33,3% % 0% 0%

in learning if the teacher
uses a variety of learning
media

3. In every class meeting, 70,8% 25% 4,2% 0% 0%

the teacher must explain
all the material in detail,

11
 so that students can easily
understand the lesson.

4. I need an explanation of 37,5% 41,7% 16,7% 4,2% 0%

the material in the forms
of video in every online
learning

5. I can quickly understand a 16,7% 58,3% 16,7% 4,2% 4,2%

material if it is studied in
a discussion

6. I prefer it if the teacher 20,8% 45,8% 20,8% 12,5% 0%

teaches using power
points rather than
teaching with a
blackboard.

7. I need a mini glossarium 25% 50% 25% 0% 0%

in each chapter of an
English subject book
8. I prefer to learn English 29,2% 33,3% 25% 8,3% 4,2%
using films than using
conventional books
9. I will not feel bored or 41,7% 45,8% 8,3% 0% 4,2%
sleepy during lesson if
teacher uses games as a
learning media
10. I prefer to have teacher 37,5% 41,7% 8,3% 8,3% 4,2%
explanations for a long
period of time rather than
being given a lot of
homework

11. It is easier for me to 8,3% 41,7% 25% 25% 0%

understand English
material if I put it into
practice instead of just
learning a theory
12. I am ashamed to speak 20,8% 58,3% 4,2% 16,7% 0%
English for fear of being

12
 wrong with the grammar

13. I find it difficult to 12,5% 54,2% 16,7% 16,7% 0%

understand the English
material if the teacher
explains in full English

14. I feel afraid if the teacher 14,7% 50% 4,2% 4,2% 0%

gives a record assignment
that requires English to
use
15. I am unable to clearly 8,3% 50% 20,8% 12,5% 8,3%
remember all the patterns
of tense.

From the results of the questionnaire that the author has obtained, it can be concluded that
there are several needs of students. From the table above we can conclude that 29.2% of students
strongly agree that if a quiz is held after studying the material it will increase their demand for
learning. Students will also be more interested in learning if the teacher uses a variety of learning
media, we can see that there are 66.7%. There are 70.8% of students who strongly agree that in
every class meeting the teacher must explain all the material in detail so that students can easily
understand the lessons. Students also need material explanations in the form of videos in every
online learning, which we can see there are 37.5%. There are 16.7% of students who can quickly
understand a material if it is in the form of a discussion. There are 20.8% of students who
strongly agree if the teacher's teaching and learning process uses power points instead of using a
blackboard. There are 25% of students who strongly agree that there is a mini glossary in each
chapter of an English book. In the results of the questionnaire it can also be concluded that
students prefer to learn using films than conventional books, it can be seen in the table that 29%
of students strongly agree. There are 41.7% of students who do not feel bored if the teacher uses
game learning media. There were 37.5% of students who preferred to listen to the teacher's
explanation for a long period of time than to be given a lot of homework. Students also find it
easier to understand English if they use direct practice rather than theory, it can be seen from the
results agree that there are 41.7%. There are 20.8% of students who strongly agree that they are
embarrassed to speak because they are afraid of making mistakes with grammar. There are
12.5% of students who have difficulty learning English if their teacher explains in full English.

13
 14.7% of students felt afraid if the teacher gave a note-taking assignment that required them to
use English. And finally, 8.3% of students are unable to remember all types of tenses.

Besides the data that the authors got from students, the authors also got data from one of the
English teachers who taught in the fashion major at the school. Here are the results that the
authors got.

1. Worksheet

No. Statement Agree Disagree

1. Worksheet yang diberikan sudah 

disesuaikan dengan kebutuhan siswa
jurusan PERIKANAN

2. Worksheet dibuat telah sesuai dengan 

materi pelajaran

3. Worksheet diberikan sesuah pelajaran 

4. Bentuk worksheet disesuaikan dengan 

materi pelajaran

5. Siswa tidak pernah bingung dengan 

instruksi yang ada pada worksheet

6. Dalam pembuatan worksheet 

menggunakan informasi terkait jurusan
PERIKANAN

7. Worksheet yang diberikan sudah 

disesuaikan dengan kemampuan untuk
siswa jurusan PERIKANAN

8. Setiap worksheet yang diberikan berisi 

lebih dari 1 skill

9. Membatasi banyaknya soal dalam satu 

worksheet

14
 10. Lebih banyak worksheet untuk 
kelompok daripada individu

11. Worksheet yang diberikan dimulai dari 

yang termudah hingga tersulit

From the results of the questionnaire about the worksheet that the author has given to the
teacher, it can be concluded that the worksheet that the teacher has given to students is in
accordance with what the students need. The teacher provides worksheets according to the needs
of students majoring in fisheries, and worksheets are given after group assignments and personal
assignments. And the teacher also gives questions from the easiest to the most difficult levels. 

2. Teaching Media

No. Statement Agree Disagree

1. Penggunanaan media pembelajaran dapat 

mempengaruhi keberhasilan dalam
proses pembelajaran.

2. Guru mempunyai beberapa kendala 

dalam menentukan media pembelajaran
yang akan digunakan ada jurusan
PERIKANAN

3. Media pembelajaran yang digunakan 

pada jurusan PERIKANAN berbasis
teknologi

4. Penggunaan media pembelajaran pada 

jurusan PERIKANAN sangat
mempengaruhi minat belajar siswa

5. Perkembangan dan kemajuan teknologi 

berpengaruh terhadap penggunaan media
pembelajaran dalam proses pembelajaran

6. Kreativitas guru dalam penggunaan 

media pembelajaran perlu ditingkatkan.

15
 7. Ada beberapa materi praktik yang 
seharusnya bisa menggunakan media
akan tetapi belum optimal dalam
penggunaannya.

From the results of the questionnaire about teaching media that the author has given to
the teacher, it can be concluded that the teaching media given by the teacher to students does not
seem to be in accordance with the wishes of the students because of the inadequate facilities and
facilities. From the results of the student questionnaire that students are more interested in
learning if the teaching media used by the teacher varies, it is just that there are a number of
things that cannot be maximized by the school regarding teaching media that will be used by the
teacher when teaching.  

3. Evaluation

No. Statement Agree Disagree

1. Rubrik penilaian di RPP tidak sesuai 

dengan rubrik penilaian untuk jurusan
PERIKANAN

2. Guru mengalami kesulitan saat 

menghitung skor nilai siswa

3. Guru mengalami kendala saat 

memberikan penilaian pengetahuan

4. Guru mengalami kendala saat 

memberikan penilaian keterampilan

5. Evaluasi yang diberikan hanya untuk 

pengetahuan dan keterampilan saja,
tanpa evaluasi sikap.

6. Indikator penilaian dalam evaluasi tidak 

sesuai dengan jurusan PERIKANAN

7. Instrumen penilaian tidak tertera di 

16
 dalam evaluasi penilaian

From the results of the questionnaire that the author has given to the teacher regarding
evaluation, it can be concluded that the assessment rubric in RPP is not in accordance with the
assessment rubric for fisheries majors. Teachers have no difficulty when calculating student
scores. Teachers also do not experience difficulties and obstacles in providing an assessment of
knowledge and skills. From the results of the questionnaire, the authors conclude that evaluation
is not only given for knowledge and skills but also about student attitudes. The assessment
indicators are also in accordance with the fisheries department.

4. Teaching Material

No. Statement Agree Disagree

1. Pengajaran materi pelajaran disesuaikan 

dengan KD jurusan PERIKANAN

2. Materi bahasa inggris yang diajarkan 

kesiswa menggunakan project based
learning sesuai dengan jurusan
PERIKANAN

3. Pengembangan bahan pembelajaran 

harus tetap terkandung dalam bahan
pembelajaran standart kompetensi dan
kompetensi dasar jurusan PERIKANAN

4. Materi bahasa inggris yang diterapkan 

sesuai dengan kemampuan kognitif
masing masing siswa

5. Materi yang diajarkan sesuai dengan 

rencana pembelajaran jurusan
PERIKANAN

17
 6. Ketika memberikan materi, guru 
mengajar dengan menggunakan audio
visual sesuai dengan jurusan
PERIKANAN

7. Guru lebih suka mengajar menggunakan 

bahan ajar cetak dari pada audio / audio
visual

8. Pengembangan bahan pembelajaran 

mempertimbangkan pada aspek kognitif,
afektif atau psikomotor setiap siswa

From the results of the questionnaire that the author has given students to recognize
Teaching Material, it can be concluded that the teaching of the subject matter given is in
accordance with the fisheries majors, the development of learning materials is also contained in
the standard competency and basic competency learning materials of the fisheries department.
The material that the teacher provides is also in accordance with the cognitive abilities of
students. The material provided is also in accordance with the learning plan for the fisheries
department. Teachers also like to provide teaching using printed teaching materials rather than
audio but also teachers still provide teaching materials using audio according to student needs.

5. Lesson Plan

No. Statement Agree Disagree

1. Dalam merancang rpp, Sekolah 

SMKN 12 Medan menyesuaikan rpp

dengan silabus yang dirancang sendiri/
silabus yang digunakan berbeda dengan
SMA pada umumnya.

2. Dalam pembentukan rpp, guru 

menuliskan kompetensi dasar dan
indikator sesuai dengan tujuan
pembelajaran

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3. Tujuan pembelajaran dalam RPP dibuat 
sesuai dengan kebutuhan siswa jurusan
PERIKANAN

4. RPP yang dirancang oleh guru telah 

menyesuaikan materi jurusan
PERIKANAN.

5. Materi- materi pembelajaran bahasa 

inggris dalam rpp telah dipilih/
disesuaikan dengan kemampuan yang
dianggap penting untuk murid jurusan
PERIKANAN

6. Pendekatan pembelajaran dan model 

pembelajaran dalam RPP disesuaikan
dengan karakteristik siswa jurusan
PERIKANAN

7. Guru memiliki kesulitan saat merancang 

kegiatan inti didalam RPP.

8. Dalam menyusun RPP, guru membuat 

kegiatan yang dilakukan secara individu
dan juga kegiatan kelompok

9. Dalam pembuatan RPP 

mempertimbangkan minat siswa
terhadap jurusan PERIKANAN

10. Bahasa yang digunakan dalam rpp 

sesuai dengan kaidah bahasa Indonesia

From the results of the questionnaire that has been about the lesson plans that the writer
has given to students, the teacher adjusts the lesson plans to the syllabus that has been designed
by themselves and is different from the lesson plans used by SMA. The teacher also writes down
the basic competencies and indicators according to the learning objectives. The teacher also
adjusts the learning material according to the needs of students majoring in fisheries. Learning
approaches and models are also tailored to the needs of students majoring in fisheries. Here also
students acknowledge that there are difficulties in designing core activities in the lesson plan.
When the teacher compiles the lesson plan, the teacher also makes activities carried out with

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groups and individuals. The lesson plan that is designed also takes into account the students'
interest in the peikanana major. The language used by the teacher in making lesson plans is also
in accordance with the rules of Indonesian.  

CHAPTER V

CONCLUSION

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A. Conclusion
From the data collection conducted by researchers through questionnaires and interviews,
which were given to students and teachers, it can be concluded that. From the students'
point of view, they feel that the English material taught in the classroom is not in
accordance with the major they are taking, namely fishery, they agree that they need a
topic about fishery in English lessons, besides that students agree that the teacher must
have a way different or not monotonous at the time of teaching so that the learning
atmosphere is not boring. And from the teacher's point of view, the teacher has create an
interesting and creative atmosphere for learning English so that students didn’t bored
easily when learning English because the teacher provides material in many ways and
exercises and also sometimes teacher taught them using games even material is not
suitable to their major.
In this case, we can conclude that, the teaching instrument used by the English
teacher of fishery at SMKN 12 Medan is not in accordance with the department of fishery
the English material provided is still the same as the material studied at Senior High
School.

B. Suggestion
The suggestion that the researcher can give is that the teacher must provide learning
material related to topics that are in accordance with the majors being undertaken by
students in vocational schools, so that students can further explore the majors they choose
through English.

ATTACHMENT

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1. Textbook

Their English textbook is different with the English textbook in Senior High school. The
topic in the book are relevant topic with the vocational high school. But sometime teacher
didn’t teach use this book material.

2. Lesson plan
The lesson plans at SMKN 8 Medan are the same as the English lesson plans in general.
teachers didn’t make specific lesson plans related to fishery majors.
3. Worksheet
The worksheets used by the teacher in English lessons for students of class 10 at SMKN
12 Medan are sourced from the textbooks used in the lessons. The teacher didn’t make
worksheets according to the Fishery department. The teacher only used task that have in
the English textbook.
4. Assessment
The English teachers have the answer key for the worksheet that are assigned to students.
So the teacher gives the assessment according to their assignment. But besides that,
teacher also flexible in giving the score to the students.

5. Learning Media
The learning media used by teachers during the pandemic to students was only through
WhatsApp. The teacher does not provide other media that helps students to more easily
understand the material. The teacher provides material through WA and students work
on the assignment given. The teacher also sometimes use PowerPoint or use share
learning Video to make it easier for students to understand the material.

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