Terbaru DONE Office Terbaru DEVELOPING INSTRUCTIONAL MATERIAL OF

DEVELOPING INSTRUCTIONAL MATERIAL OF ENGLISH FOR FOOD
AND BEVERAGE SERVICE IN BALI INTERNATIONAL HOTEL AND

CRUISE SHIP ACADEMY IN THE ACADEMIC YEAR 2022/2023
SKRIPSI
OLEH:
KOMANG KENNY WILLIEM SUKAMAJI
NIM. 0201619
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
JURUSAN PENDIDIKAN BAHASA DAN SENI
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
AGAMA HINDU SINGARAJA
1
AND BEVERAGE SERVICE IN BALI INTERNATIONAL HOTEL AND
CRUISE SHIP ACADEMY IN THE ACADEMIC YEAR 2022/2023
SKRIPSI
DIAJUKAN KEPADA:
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Agama Hindu Singaraja
untuk Memenuhi Salah Satu Persyaratan Mendapatkan Gelar Sarjana (S1)
Program Studi Pendidikan Bahasa Inggris
Oleh:
KOMANG KENNY WILLIEM SUKAMAJI
NIM. 0201619
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
AGAMA HINDU SINGAJARA
2023
ii
LEMBAR PERSETUJUAN
Skripsi oleh Komang Kenny Williem Sukamaji telah diperiksa dan disetujui untuk
ujian skripsi
MENYETUJUI:
Singaraja, 17 Mei 2023
Pembimbing I Pembimbing II
(Ni Wayan Monik Rismadewi, S.Pd., M.Pd) (Kadek Heni Oktarina Wisudayanti,S.Pd.,M.Pd)
NIDN: 0824108801 NIDN: 0809108901
iii
DITERIMA OLEH
TIM PENGUJI SARJANA (S1) PROGRAM STUDI PENDIDIKAN BAHASA

INGGRIS SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
AGAMA HINDU SINGARAJA
Hari :
Tanggal :
Tim Penguji: Tanda Tangan
Luh Mila Trisna Dewi, S.Pd., M.Pd ................................

NIDN. 0827088101
I Gede Yoga Permana, S.Pd., M.Pd ................................

NIDN. 0830039401
Ni Wayan Monik Rismadewi, S.Pd., M.Pd ................................

NIDN. 0824108801
iv
LEMBAR PENGESAHAN
UJIAN SKRIPSI
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
STKIP AGAMA HINDU SINGARAJA
Ketua Ujian Sekretaris Ujian
I Luh Meiyana Ariss Susanti, S.Pd., M.Pd. I Gede Yoga Permana, S.Pd., M.Pd.
NIDN: 0814057801 NIDN: 0830039401
Mengesahkan
Ketua STKIP Agama Hindu Singaraja
Dra. Ni Nyoman Suastini, M.Ag.

NIP. 19621231 198803 2 004
v
PERNYATAAN KEASLIAN TULISAN
Saya yang bertanda tangan di bawah ini
Nama : KOMANG KENNY WILLIEM SUKAMAJI
NIM : 0201619
Jurusan/Program Studi : Pendidikan Bahasa dan Seni / Pendidikan Bahasa Inggris
menyatakan bahwa skripsi saya berjudul, “DEVELOPING INSTRUCTIONAL

MATERIAL OF ENGLISH FOR FOOD AND BEVERAGE SERVICE IN BALI
INTERNATIONAL HOTEL AND CRUISE SHIP ACADEMY IN THE
ACADENIC YEAR 2022/2023” ini benar-benar merupakan hasil karya saya
sendiri. Selain itu, sumber informasi yang dikutip dari penulis lain telah disebutkan
dalam teks dan dicantumkan dalam daftar pustaka.
Apabila pada kemudian hari terbukti atau dapat dibuktikan skripsi ini hasil jiplakan,
saya bersedia menerima sanksi atas perbuatan saya.
Singaraja, 17 Mei 2023
` Komang Kenny Williem S.
vi
MOTTO
“Don't rely on others, only yourself can save you.”
vii
DEDICATION
I dedicate this thesis to :
Since my campus hasn't had its own study guidebook for a number of years, I've
finally managed to produce one piece of work, namely a book that will be used for
learning on campus in the future. Although it's not perfect, I'll keep working to
make it better and create other books that can be used as study guides in the future
and are simple enough for hospitality and cruise ship students to understand.
viii
AND BEVERAGE SERVICE IN BALI INTERNATIONAL AND CRUISE
SHIP ACADEMY IN THE ACADEMIC YEAR 2022/2023
Komang Kenny Williem Sukamaji

Prodi Pendidikan Bahasa Inggris
[email protected]
ABSTRACT
This study aimed at describing the English for Food and beverage service
materials needed by students of Kampus Bali International, describing how the
materials were developed, and analysing the quality of the developed materials. This
study used research and development model suggested by (Sugiyono, 2015)
comprising design, development and evaluation. The instruments used were
questionnaires and interview guides. The findings of this study show that there were
8 topics needed to be developed included Introduction of F&B department, preparing
restaurant area, preparing and set up table, sequences of service, cutlery, provide
room service, define menu, alcohol and non-alcoholic beverage. The materials were
designed by following the English for Specific Purposes (ESP) material design
suggested by Hutchinson and Waters (1987) involving input, content focus, language
focus and task. Since English for food and beverage is part of ESP that is under
English for Occupational Purposes, the effectiveness of the developed materials was
evaluated using the criteria of good ESP materials suggested by Litz (2005),
Hutchinson and Waters (2008), and Tomlinson (2009). After gaining the scores from
the expert judges, the data then used the categorization of good teaching materials
proposed by Nurkancana and Sunartana (2011). The quality of the developed
materials was categorized as good material. Thus, it can be used as a main source for
learning English Food and beverage service at Kampus Bali International
Keyword: ADDIE, material development, RnD, Need Analysis, Food and

Beverage Service
ix
FOREWORD
All praise goes to the presence of Ida Sang Hyang Widhi Wasa, God
Almighty, Most Compassionate and Merciful, who gives knowledge, inspiration and
glory. By his blessings, the writer can complete the thesis entitled TEACHER'S
EXPERIENCES OF ONLINE ASSESSMENT IMPLEMENTATION IN
TEACHING ENGLISH LEARNING AT SMK TI BALI GLOBAL SINGARAJA
IN ACADEMIC YEAR 2022/2023 on time.
The author realizes that the preparation of this thesis is inseparable from the
help, guidance and support of various parties. In this opportunity the author would
like to thank for the assistance that has been given from all parties in the preparation
of this thesis, especially to:
1. Dra. Ni Nyoman Suastini, M.Ag., as the head of STKIP Agama Hindu
Singaraja;
2. I Gede Yoga Permana, S.Pd, M.Pd., as the head of the English Education
Study Program, STKIP Agama Hindu Singaraja;
3. Ni Wayan Monik Rismadewi, S.Pd., M.Pd., as the first supervisor for the
guidance, advice, and motivation given;
4. Kadek Heni Oktarina Wisudayanti, S.Pd., M.Pd. as the second supervisor for
the guidance, advice, and motivation given;
5. Kadek Enggi Aditya Heraldy Sukamaji, A.Md., as the Director of the Kampus
BALI INTERNATIONAL Singaraja for the place that has been given to the
researcher to do the research;
6. All Lecturers of the STKIP Agama Hindu Singraja English Education Study
Program who have given their knowledge to the author;
x
7. Our parents, brother and sister, for the prayers, guidance, and love that have
always been poured out all this time.
And all parties who helped in the writing of this thesis that cannot be
mentioned one by one. The author realizes that this thesis is still far from being
perfect, so any input for improvement in the future be accepted.
Finally, the writer hopes that this thesis can be accepted and useful for all of
us in the future.
Singaraja, May 15th , 2023
Komang Kenny Williem Sukamaji
xi
TABLE OF CONTENTS
LEMBAR PENGESAHAN .................................................................................... v
PERNYATAAN KEASLIAN TULISAN.............................................................. vi
ABSTRACT ......................................................................................................... ix
FOREWORD ......................................................................................................... x
CHAPTER I .......................................................................................................... 1
INTRODUCTION ................................................................................................. 1
1.1 Research Background ........................................................................... 1
1.2 Research Problems ............................................................................... 3
1.3 Research Question ................................................................................ 3
1.4 Research Objectives ............................................................................. 4
1.5 Research Significances ............................................................................ 4
1.6 Scope of Research.................................................................................... 5
1.7 Definition of key terms ............................................................................ 6
CHAPTER II ....................................................................................................... 10
REVIEW OF LITERATURES ............................................................................. 10
2.1 Concepts of Developing English Teaching Material ........................... 10
2.1.1 Definition of English Teaching Material ......................................... 10
2.1.2 Definition of Material Development ............................................... 10
2.1.3 Needs Analysis ............................................................................... 12
2.1.4 English for Specific Purposes (ESP) ............................................... 14
2.1.5 The Definition of ESP..................................................................... 15
2.2 Concepts of Food and Beverage service ............................................. 16
2.2.1 Food and Beverage Service ............................................................. 16
2.2.2 Form of Food and Beverage Service ............................................... 17
xii
2.2.3 Characteristic of Service ................................................................. 22
2.2.4 Definition of Waiter/Waitress ......................................................... 24
2.2.5 Responsibilities of Waiter/Waitress ................................................ 24
2.2.6 Standard Operational Procedure (SOP) of Waiters and Waitress in

Serving Guest ............................................................................................... 24
2.3 Conceptual Framework Of Thinking ...................................................... 27
2.4 Empirical Review .................................................................................. 28
CHAPTER III ...................................................................................................... 39
RESEARCH METHOD ....................................................................................... 39
3.1 Research Design .................................................................................... 39
3.2 The Subjects and Objects of the research ............................................... 41
3.2.1 Research Subject ............................................................................ 41
3.2.2 Research Object .............................................................................. 41
3.3 Population ............................................................................................. 42
3.4 Research Setting .................................................................................... 42
3.5 Sample Participant ................................................................................. 42
3.6 Instrument ............................................................................................. 43
3.6.1 Need Analysis Questionnaire .......................................................... 43
3.6.2 Expert Judgment Questionnaire ...................................................... 50
3.6.3 Interview ........................................................................................ 52
3.7 Data Collection ...................................................................................... 55
3.8 Technique of Data Analysis ................................................................... 56
3.8 Data analysis.......................................................................................... 58
3.9 Product design planning ......................................................................... 59
3.10 Design validation ................................................................................... 59
3.11 Experimental design models products that have been designed .............. 60
xiii
3.11.1 Input ............................................................................................... 60
3.11.2 Content focus.................................................................................. 60
3.11.3 Language focus ............................................................................... 61
3.11.4 Task................................................................................................ 61
CHAPTER IV...................................................................................................... 63
RESEARCH FINDINGS AND DISCUSSION .................................................... 63
4.1 Findings ................................................................................................. 63
4.1.1 The Students’ Needs in Learning English ........................................... 63
4.2 Discussion ............................................................................................. 69
4.2 Initial Product Design ............................................................................ 76
4.3 Results of Product Testing. .................................................................... 81
4.4 Product revision (revised image and its explanation) .............................. 82
4.4.1 Input ............................................................................................... 83
4.4.2 Content Focus ................................................................................. 84
4.4.3 Language Focus .............................................................................. 85
4.4.4 Vocabullary Focus .......................................................................... 86
4.4.5 Task................................................................................................ 86
CHAPTER V ....................................................................................................... 88
CONCLUSION AND SUGGESTION ................................................................. 88
5.1 Conclusion............................................................................................. 88
5.2 Suggestion ............................................................................................. 89
REFERENCES .................................................................................................... 90
APENDIXS ......................................................................................................... 92
xiv
LIST OF TABLE
Table 3.3 Class population data……………………………………..……… 42
Table 3.6.1 Student need analysis questionnaire of students Bali International 45
Table 3.6.2 Expert analysis questionnaire of students Bali International….…. 47
Table 3.6.3 Expert judgment form questionnaire………………………….….. 50
Table 3.8 Likert scale…………………………………………………….…. 59
Table 4.1.1 The Student’s need of language skill…………………….………. 64
Table 4.1.2 The Student’s difficulties in language English…………..………. 65
Table 4.1.3 The Student’s wants in learning English……………..………….. 66
Table 4.1.4 The Student’s purpose of learning English………………………. 67
Table 4.1.5 Summary data of student questionnaire………….………………. 68
xv
LIST OF FIGURES
Figure 3.1 ADDIE development research model…………………………….. 40
Figure 3.7 The ADDIE instructional design model………………….………. 57
Figure 3.9 Design planning of book…………………………………………. 59
xvi
CHAPTER I
INTRODUCTION
1.1 Research Background
Bali is a tourist destination which has a unique culture and society,
therefore Bali is a famous island in over the world. Bali Island has developed as
one of the world’s premier tourist destinations with over one million foreign
visitors flying directly to Bali. By those reasons many people desire to work in
tourism sector. An important element in tourism industry is a human resource.
The human resource factor plays a major role in promoting tourism industry.
Thus, they should have good communication skills. According to,Zahedpisheh,
Bakar & Saffari (2017) employees who work in tourism and hospitality industry are
entirely and highly aware of the importance language proficiency and they need
to have good command of English in their workplace. One of the employees
working in the hotel industry is a Waiter.
Working at tourism sector especially being a Waiter/waitress requires
professional competence in the field of tourism. The needs of qualified and
professional staff in the tourism field as well as ability to communicate English
fluently and accurately must be mastered properly. One solution to cope this
problem is to learn ESP (English for specific purposes) therefore specifically
English for Food and beverage service. Food and Beverage Service covers the
knowledge and skills necessary for those studying or working at a variety of
levels in food and beverage service.
However, in order to develop the quality of English competence, English
for food and beverage service needs to have or develop appropriate material. In
1
addition, ESP material uses learning-centered approach to English language
teaching whose methodology is based on the specific needs of the learner
Hutchinson and Waters (1987), In other words, knowing the needs of the students
is considered fundamental in developing English for food and beverage service
materials because students come to a class with different need and social
background. Without matching the needs, social background of students and
current technologies to ESP material, it is impossible to create relevant materials
for specific jobs.
Kampus Bali International is Tourism Vocational Campus which is
located at Singaraja. Kampus Bali International offers one major that is Hotel
accommodation which has five programs study such as Food and beverage
service, Food and beverage product, Bartender, House Keeping, and Front office.
The food and beverage service program used an old book. the book has not been
revised and updated yet since it was firstly used in Kampus Bali International.
Another problem was the text book was not well-sequenced. As (Hutchinson and
Waters (1987) state that a well sequenced textbook material consists of input,
content focus, language focus, and task.
In the process of developing teaching and learning material, the first thing
to do is to analyze the needs. Nunan (1988) needs analysis refers to a family of
procedures for gathering information about learners and about communication
tasks. Li (2014) adds that needs analysis is an activity to gather preliminary
information to develop a learning curriculum that includes learning material,
teaching and learning activities, developing tests and evaluating. (Hutchinson and
Waters (1987) define learning needs as what learners need to do in order to learn.
2
In the same vein, Robinson (1991) states that learning needs are what the learner
needs to do to actually acquire the language. In this sense, learning needs look
for data in relation to the learning situation which take into consideration learners
type, cultural awareness and proficiency level in English, the available materials,
the existing resources and all the information that can help the teacher to provide
the learners with the appropriate knowledge
The existence of textbooks on food and beverage service is needed to
support the teaching and learning process. Therefore, this study aims to develop
English teaching materials for food and beverage service. The results of this study
will be in the form of books that can be used by students at Kampus Bali
International Singaraja.
1.2 Research Problems
Based on the background of study and the problem identification, the
research problems can be formulated as follows.
Many student have difficulties learning food and beverage service,
several factors cause these obstacles because the order of the books is not well
sequenced, what the researcher do is asking the students about difficulties in
learning food and beverage service section
1.3 Research Question
According with the problems faced by students when learning in the
class, These are some question that are formulated as follows:
1. What are the material should be developed for Food and Beverage Service
students of Bali International Singaraja?

3
2. What are the students’ needs in English language for Food and Beverage
Service?
3. What are the designed and developed of English language materials for
Food and Beverage Service Students?
4. What are appropriate English materials for Bali International students of
Food and Beverage Service?
1.4 Research Objectives
In a study, of course it must be accompanied by the purpose of the
study. So that research conducted can be useful both in the fields of education,
social, and community. There are three research objectives of this research
such as:
1. To find out the material should developed for Food and Beverage Service
students of Bali International Singaraja.
2. To find out the students’ needs in English language for Food and
Beverage Service.
3. To find out the designed and developed of English language materials for
Food and Beverage Service Students.
4. To develop appropriate English materials for Bali International students
of Food and Beverage Service.
1.5 Research Significances
The benefit of this research conducted are
1. For teacher
4
This research can be used to be a reference for English teachers to
solve students problems speaking and understanding in Studying Food and
Beverage Service at Bali International.
2. For students
This research is expected to be important for students learning to
speak and hopefully this research can help students to speak English and
practice Food and Beverage service.
3. For future researchers
This research can provide important information for students
having difficulty to Learn Food and Beverage Service at Kampus Bali
International Singaraja. Hopefully this research can help future researchers
as a reference who wants to do similar research.
1.6 Scope of Research
This research is useful for students who have difficulty studying the
world of Food and Beverage services, in the use of this book contains
important points that do occur in the workplace. In every case of recruiting
workers, of course, there is one problem, namely skills in speaking English
and the introduction of working tools, sequence of service, and how to serve
guests properly
5
1.7 Definition of key terms
There are some terms wich are use in this study, those terms can
defined as follows:
1) Food and Beverage Service
The workers of food and beverage service are called
Waiters/Waitress. They are on the front line to serve the guest in restaurants.
According to Pendit (1996), a waiter or waitress is a staff of a restaurant in
hotel that has responsibility to serve food and beverages needed by guests.
Moreover, Marsum (1993) expresses that the duties of waiters in a restaurant
are waiting guests, welcoming guests with good service and comfort, taking
orders, serving food and beverages, cleaning the restaurant and its
environment, and preparing the dining table and tableware for the next guests.
2) Responsibilities of Waiter/Waitress
According to Marsum (2005), the responsibilities of waiters and
waitress are:
1. Setting up the table
2. Checking the table
3. Cleaning up the equipment
4. Preparing the menu
5. Helping another employee
6
3) Standard Operational Procedure (SOP) of Waiters and Waitress in
Serving Guest
According to Marsum (1993), SOP of waiters and waitress
generally divided by three periods, they are: pre-opening, during
operation, and closing.
1. Pre-opening
a) Checking table setting
Forks are placed to the left of the plate, knives and spoons to the
right. Stemware is set above and to the right of the dinner plate;
bread-and-butter plates sit above the forks, to the left of the place
setting
b) Cleaning the cutleries
Mix 1 part vinegar to 8 parts hot water in a washing up bowl, add
your cutlery and leave to soak for 5-10 minutes. Rinse clean and
dry straight away using a lint- free cloth.
c) Preparing menu
It is a detailed list of food and beverage offerings with their
respective prices. It is prepared by a food and beverage service
businesses to keep the customers informed about the availability
of various F&B items.
d) Table Setting
The placement of plates, centerpieces, mats, cutlery, glasses,
napkins, etc. for your guests.
e) Grooming
7
Personal grooming plays a crucial role in creating a positive first
impression. It communicates a sense of professionalism, attention
to detail, and care for one's appearance. This is especially
important in the hospitality industry, where guests expect a high
level of service and attention.
2. During operation
a) Greeting and escorting guest with smile
A good greeting also helps guests feel more welcome and at ease
at your restaurant.
b) Taking order
Record all orders ordered by guests
c) Repeating order
An order placed again by a customer for a product or service they
have ordered before.
d) Checking the menu that has been order
Ensure orders are correct and appropriate
e) Serving order
Serving food that has been ordered by guests
f) Handling complain
The process of attending to and resolving complaints including
ongoing interaction with complainants. It is expected that this
process meets certain minimum standards.
g) Handling bill
8
Taking care of paying for food and drinks ordered by guests when
leaving
h) Farewell the guest
Say goodbye and thank the guests who have enjoyed the food at
the restaurant
3. Closing
a) Setting table
Wipe down and sanitize all seats and surfaces, Flip chairs on top
of tables
b) Taking note on log book
A record used to record states, events, or conditions applicable to
complex machines or the personnel who operate them.
c) Making guest history
Marketing analysis of guests' geographic and demographic
information that also provide information about guest activities
while staying at the hotel.
9
CHAPTER II
REVIEW OF LITERATURES
2.1 Concepts of Developing English Teaching Material
2.1.1 Definition of English Teaching Material
Tomlinson (2011) defines materials as anything which is used
by teachers and learners to facilitate the learning of a language.
Materials could obviously be videos, course books, emails, YouTube,
dictionaries, grammar books, readers, workbooks or photocopied
exercises. They could also be newspapers, food packages,
photographs, live talks given by invited native speakers, instructions
given by a teacher, tasks written on cards or discussions between
learners. Thus, English teaching material is anything which is used by
teachers to facilitate the learning of English language. It also can
support student learning and increase student success. Ideally, it will
be tailored to the content in which they're being used, to the students
in whose class they are being used, and the teacher.
2.1.2 Definition of Material Development
Material development refers to a process of producing and
using the materials for language learning including materials
evaluation adaptation, design, production, exploitation and research
(Tomlinson, 2012). As a practical undertaking it refers to anything
which is done by writers, teachers or learners to provide sources of
language input, to exploit those sources in ways which maximize the
likelihood of intake and to stimulate purposeful output: in other word

10
the supplying of information about and/or experience of the language
in ways designed to promote language learning. Ideally the ‘two
aspects of materials development are interactive in that the theoretical
studies inform and are informed by the development and use of
classroom materials’ (Tomlinson 2001). Materials developers might
write textbooks, tell stories, bring advertisements into the classroom,
express an opinion, provide samples of language use or read a poem
aloud. Whatever they do to provide input, they do so ideally in
principled ways related to what they know about how languages can
be effectively learned.
Developing materials for a language course or language
program has some advantages compared with using the commercial
course books. Richards (2001) puts four advantages of developing
materials which are presented as follows.
1. Relevance The materials will tend to be more relevant for students
and institutional needs and reflects the local content, issues, and
concerns.
2. Develop expertise Developing materials benefit the other
language course to improve their expertise, giving them a greater
understanding of the characteristics of effective materials.
3. Reputation It will show the commitment to the language teaching
because of providing relevant, specialized, and contextualized
materials for the students.
11
4. Flexibility The produced materials can be revised or adapted as
needed, giving them greater flexibility than a commercial course
book.
2.1.3 Needs Analysis
Briefly, objective and perceived needs are seen as derived by
outsiders from facts, from what is known and can be verified, while
subjective needs and felt needs are derived from insiders and
corresponds to cognitive and affective factors Dudley-Evans & John
(1998). Thus, ‘to be able to follow instructions accurately’ is an
objective/perceived need. ‘To feel confident is a subjective/felt need.
Similarly, product-oriented needs derive from the goal or target
situation and process-oriented needs derive from the learning
situation. These pairs can be seen as corresponding to a target
situation analysis (TSA) and a learning situation analysis (LSA); a
third piece of the jigsaw is what learners already know, a present
situation analysis (PSA), from which we can deduce their lacks. Thus,
a TSA includes objectives, perceived and product-oriented needs;
LSA includes subjective, felt, and processoriented needs; a PSA
estimates strengths and weaknesses in language, skills, and learning
experiences.
Similarly, Hutchinson & Waters (1987) identify target needs and
learning needs. Target needs are ‘what the learner needs to do in the
target situation’ and learning needs are ‘what the learner needs to do
12
in order to learn’. Target needs include necessities, lacks and wants.
Necessities refer to ‘the type of needs determined by the demands of
the target situation, that is, what the learner has to know in order to
function effectively in the target situation’. Lacks refers to the gaps
between the existing proficiency of the learner and the target
proficiency, or the gaps between what the learner knows and the
necessities, and wants are described as ‘what the learners think they
need’.
The framework proposed by Nunan (2004) for analysis of
learning needs is the following:
1. Goals ‘Goals’ are the vague, general intentions behind any
learning task. They provide a link between the task and the
broader curriculum.
2. Input ‘Input’ refers to the spoken, written and visual data that
learners work with in the course of completing a task. Data can be
provided by a teacher, a textbook or some other source.
Alternatively, it can be generated by the Input learners
themselves.
3. Procedures ‘Procedures’ specifies what learners will actually do
with the input that forms the point of departure for the learning
task. In considering criteria for task selection (and, in the next
section, we will look at what Task components research has to say
on this matter), some issues arise similar to those as we
encountered when considering input.

13
4. Teacher and learner roles ‘Role’ refers to the part that learners and
teachers are expected to play in carrying out learning tasks as well
as the social and interpersonal relationships between the
participants.
5. Settings ‘Settings’ refers to the classroom arrangements specified
or implied in the task. It also requires consideration of whether the
task is to be carried out wholly or partly outside the classroom. A
wide range of configurations is possible in the communicative
classroom, although practical considerations such as class size can
constrain what is possible in practice.
Finally, as Allwright (1982) says the investigation of learners’
preferred learning styles and strategies gives us a picture of the
learners’ conception of learning.
The concepts of needs analysis which are applied in this
research are based on the concepts offered by Hutchinson and Waters
(1987) describe target needs and learning needs then it is modify to
fill the purposes of this research.
2.1.4 English for Specific Purposes (ESP)
The need for an international language in the global society
was underlain the development of ESP. In accordance to this fact, the
application of ESP approach is relevant to the goal of English teaching
in vocational high school which is to equip the students with language
14
proficiencies and skills which are required in the target situation in the
future
2.1.5 The Definition of ESP
ESP is narrower in focus than general English because it
centres on analysis of learners’ needs. Nevertheless, ESP is not
different in kind from any other forms of language teaching.
Hutchinson and Waters (1987) 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 learners’ needs.
The idea that ESP is not completely different from other
language teaching forms is also proposed by Holme (1996) in
Basturkmen (2010). The separation process of ESP should not result
in the complete separation of one part of the language from another.
There are no pieces of a language or of skills which can exist
independently because they refer to each other and they are drawn on
the same language, A material design model consist of Input, Content
Focus, Language Focus, Task
15
2.2 Concepts of Food and Beverage service
2.2.1 Food and Beverage Service
According to Soekresno and Pendit (1998) food and beverage
department is part of the hotel that has job and responsible for food
and beverage services and other related needs, from guests staying or
not staying in the hotel and managed commercially and
professionally.
According to Rachman (2005) food and beverage department
is in charge of part processing, producing and serving food and drinks
for the purposes of hotel guests, both in the rooms, restaurant, coffee
shop, banquet (receptions and meeting), food employees, and so on.
As a conclusion food and beverage is a part that has a job and
responsible to prepare and serving the food for guests of hotel and
hotel’s employee.
According to Moenir (2002) states that service as the activity
carried out by a person or group of people with a particular basic
where the level of satisfaction can only be felt by those who serve or
served, depend on the ability of service providers to meet the user's
expectations.
Service is any action or activity that can be offered by one
party to another, which is basically intangible and does not result in
any ownership According to Kotler (2002). Another opinion
expresses that service is an activity or a sequence of events that occur

16
in direct interaction with the human or physical machines to provide
customer’s satisfaction Lehtinen, (1983).
According to Grönroos (2001) defines service as an activity
that cannot be seen which occurs as a result of the interaction between
consumers and employees or things provided by the service provider
organization in view to solve the problems of the community served.
According to five experts above, the writer concludes that the
service is an activity which is done by a person or group of people
which is intangible to meet customer’s expectation.
2.2.2 Form of Food and Beverage Service
There are many different types of food and beverage service
types or procedures, but the major category of the food service
is 1) Plate Service, 2) Cart Service, 3) Plater Service, 4) Buffet
Service and 5) Family style service.
Types of restaurants:
Below is the list of different type of food and beverage service
followed by hotel, resorts, restaurants, fast food establishments etc.
1. English Service / What is a English Service / Family Style F&B
Service?
- English service requires the food to be placed on large platters or
in large bowls.
- These food portions are then delivered to the guest's table by
waiters/servers.
17
- Once the host checks and approves the food the same is placed
on the table.
- The guests then pass the food around the table and serve
themselves.
- In some cases, the host may also ask the waiter to serve the food.
- This is a common type of F&B service style as the ease of
service and waiters shouldn’t be highly skilled.
- The Family style F&B service is easy to implement.
- The servers or waiters shouldn't be that much skilled.
- This type of service also requires little dining area or
space.There is a higher or rapid table turnover rate with this type
of service.
- One of the major disadvantages of the family style service is the
difficulty to control the portion sizes.
- This is because the last guest who gets served may not get
enough item if other guest had taken more.
2. Cart Service / What is a Guèridon Service / Cart Service?
- In this type of F&B Service partially cooked food from the
kitchen is brought to the service area in a Guèridon trolley.
- The Gueridon troll has a portable heating unit for completing the
cooking process.
- A wide variety of fish, meat and poultry is either cooked or
flamed (flambéed) in the trolley.
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- Chef du rang is responsible for taking orders, serving drinks and
preparing food at the table.
- In a large hotel, Commis du rang assists the Chef du rang.
- Both the Chefs should know how to use a spoon and fork for
serving the cooked food to the guest.
- The prepared food should be garnished as per the standards
before serving.
- This type of F&B service can be only implemented on a well
planned and designed dining room.
- The Food is always served from the right hand side of the guest.
- All the fixtures furniture, layout etc should be compatible with
the elegant service style offered.
- Gueridon Type of F&B service provides highly personalised
guest service.
- High level of customer satisfaction as the dishes are prepared,
carved or flamed in their presence.
- Good merchandising device.
- The average Spending power is high.
3. Self Service / What is a Self Service?
- In this type of Food and Beverage Service the guest/customer is
required to help himself/herself.
- Normally food is either kept on a counter or buffet.
- The customer picks up the required food from the buffet.
19
- Payment is either done prior to the food pickup or after food is
picked up.
- The layout for such F&B service type should be done for free
guest flow.
4. Buffet Service / What is a Buffet Service?
- Buffet service displays food in a chafing dish on counters or
tables.
- Guests or customers help themselves to pick up as many and as
many items, they would like to eat.
- Plate and cutlery (fork and spoon) is kept at the starting of the
buffet counter.
- There are servers behind the counter who helps the guests with
serving the food from the chafing dish to the plate.
- Buffet can be a simple food spread to very elaborate food,
beverage, starters, dessert, salad presentation.
- The staff should consistently keep the buffet containers full.
- In some kind of buffet setup like sit-down buffet serves to serve
the food to the guest sitting the table.
- There are on the spot cooking in some buffet counter eg.
counters which cook the displayed fish or meat, or counters for
pasta etc.
- Guest are also allowed to replenish any item they prefer.
- Special attention and planning are required for buffet layout.
20
- The recommended number of guests one a buffet counter can
server is 70 - 75.
- The number of buffet counter and the banquet layout to be
decided as per the total min guaranteed guests who will attend
the party.
- This type of service is recommended for large gathering or party.
- The banquet staff should maintain cleanliness and order during
buffet service.
5. Cafeteria Service / What is a Cafeteria Service?
- This type of service is generally used in Canteens, Industries,
Staff Cafeterias etc.
- Has limited or fixed menu.
- The pricing may or may not be at a subsidised rate.
- Entry to such cafeteria may be restricted to authorised people
only.
- There is limited space with basic facilities.
- Clearance of the used plates and soon is done by the guest itself.
- Narrow tables with high tables are often placed to save space.
- 13. Room Service - What is a Room Service / In Room Dining
Service?
- This type of f&b service as per the name suggest is provided in
the guest room.
- The room service menu should match with the guest needs,
expectations and hotels operations.
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- Guest make food and beverage order from the room telephone,
interactive television or hotels mobile app.
- Maximum of the room service orders in a hotel is for breakfast.
- For small orders the room service tray is properly laid out is used
for serving the guest.
- For large orders, a room service trolly is used for serving.
6. Take Away Service / What is a Take Away Service?
- Similar to the single point style of F&B service.
- Take away orders are received either over the counter, driveway,
telephone, website or mobile app.
- Payments are either made in advance via online payment or paid
by cash at the time of order pickup.
- All Fast food restaurant provide take away option.
- Automated Kiosk is also used for selecting and ordering
takeaways.
- The automated vending machine is also used for this type of
service.
2.2.3 Characteristic of Service
Kotler (1994) explains that there are four characteristics of
service; they are: intangibility, inseparability, variability, and
perishability.
2. Intangibility Intangibility means that service is not concrete, that
cannot be seen, touched, felt, heard, and smelled before the
22
transaction. This means that the buyer do not know certainly the
outcome of a service before the service is consumed.
3. Inseparability Inseparability is the service cannot be separated, it
means that it is sold then produced and consumed at same time
because it cannot be separated. Because of that, the consumers are
also participated in producing services.
4. Variability Variability is variety of services, it is always changing
so the quality is not always the same, but depending on who is
providing, when and where it is available.
5. Perishability Perishability is the service cannot be stored and
demand fluctuates. The durability of service depends on the
situation created by variety of factors.
Meanwhile, Normann (1991) explains the characteristics of
service as follows:
1. Services are intangible.
2. A service in fact consists of real action and an effect that is social
action.
3. Production and consumption activities in service cannot be
separated significantly, as generally occurs in the same time and
place.
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2.2.4 Definition of Waiter/Waitress
The workers of food and beverage service are called
Waiters/Waitress. They are on the front line to serve the guest in restaurants.
According to Pendit (1996), a waiter or waitress is a staff of a restaurant in
hotel that has responsibility to serve food and beverages needed by guests.
Moreover, Marsum (1993) expresses that the duties of waiters in a restaurant
are waiting guests, welcoming guests with good service and comfort, taking
orders, serving food and beverages, cleaning the restaurant and its
environment, and preparing the dining table and tableware for the next guests.
2.2.5 Responsibilities of Waiter/Waitress
According to Marsum (2005), the responsibilities of waiters and
waitress are:
1. Setting up the table
2. Checking the table
3. Cleaning up the equipment
4. Preparing the menu
5. Helping another employee
2.2.6 Standard Operational Procedure (SOP) of Waiters and Waitress
in Serving Guest
According to Marsum (1993), SOP of waiters and waitress
generally divided by three periods, they are: pre-opening, during
operation, and closing.
1. Pre-opening
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f) Checking table setting
Forks are placed to the left of the plate, knives and spoons to the
right. Stemware is set above and to the right of the dinner plate;
bread-and-butter plates sit above the forks, to the left of the place
setting
g) Cleaning the cutleries
Mix 1 part vinegar to 8 parts hot water in a washing up bowl, add
your cutlery and leave to soak for 5-10 minutes. Rinse clean and
dry straight away using a lint- free cloth.
h) Preparing menu
It is a detailed list of food and beverage offerings with their
respective prices. It is prepared by a food and beverage service
businesses to keep the customers informed about the availability
of various F&B items.
i) Table Setting
The placement of plates, centerpieces, mats, cutlery, glasses,
napkins, etc. for your guests.
j) Grooming
Personal grooming plays a crucial role in creating a positive first
impression. It communicates a sense of professionalism, attention
to detail, and care for one's appearance. This is especially
important in the hospitality industry, where guests expect a high
level of service and attention.
2. During operation
25
i) Greeting and escorting guest with smile
A good greeting also helps guests feel more welcome and at ease
at your restaurant.
j) Taking order
Record all orders ordered by guests
k) Repeating order
An order placed again by a customer for a product or service they
have ordered before.
l) Checking the menu that has been order
Ensure orders are correct and appropriate
m) Serving order
Serving food that has been ordered by guests
n) Handling complain
The process of attending to and resolving complaints including
ongoing interaction with complainants. It is expected that this
process meets certain minimum standards.
o) Handling bill
Taking care of paying for food and drinks ordered by guests when
leaving
p) Farewell the guest
Say goodbye and thank the guests who have enjoyed the food at
the restaurant
3. Closing
a) Setting table
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Wipe down and sanitize all seats and surfaces, Flip chairs on top
of tables
b) Taking note on log book
A record used to record states, events, or conditions applicable to
complex machines or the personnel who operate them.
c) Making guest history
Marketing analysis of guests' geographic and demographic
information that also provide information about guest activities
while staying at the hotel.
2.3 Conceptual Framework Of Thinking
Target needs
Need Analysis Necessities Student’s Needs

Lack
Wants
Develop the Materials Design Course Books
Prepare draft and activities - Translate course

- Write learning objectives.
- Determine topics to be covered
- Determine Language Functions
and Skills
Formative Evaluation - Determine Grammar or
Expression to be used
Validated by expert - Identify learning activities
This conceptual framework is the representation of this research. This
research would conduct in Kampus Bali International First Semester which
have been learned of Food Beverage Service. The researcher would focus on
the students target needs and design the course book. Food and Beverage
27
Service Book which are provide and deliver food and beverages to customer
at certain location, and 4 speaking skill. The students would be asked about
their perception on the use of Food and Beverage Service Book through
Interview and questionnaire.
2.4 Empirical Review
No Author The Study
1 (Mahardika, Every ESP course should be based on an analysis
2018) of needs. The current study was aimed at
analysing the target needs related to the English
for F&B Service course. It was revealed that; (1)
The language functions of waiters in F&B
Service department were closely related to the
service sequence applied in the restaurants.
Mostly, the functions for all hotels were the
same, in which the differences were based on the
characteristics of the hotel and restaurant, types
of service, as well as the circumstances; (2) The
language expressions needed were basically
based on the tasks and varied based on the
characteristics of the hotel and restaurant, types
of service, the situation and condition. Results of
the study implied that there was something
beyond language skills that needs to be
28
comprehended in order to be able to perform the
tasks at F&B Service, especially as waiters. Task
Based Learning with role play activities is
suggested to facilitate the needs of
communicative tasks.
Strength: needs analysis focus: The study
emphasizes the importance of conducting a
needs analysis for ESP courses, specifically for
the English for F&B Service course. This
highlights the researcher's recognition of the
importance of tailoring the course to meet the
specific needs of the learners.
Identification of language functions: The study
identifies the language functions required by
waiters in the F&B Service department and
relates them to the service sequence applied in
restaurants. This provides a clear understanding
of the specific language skills and functions
necessary for effective communication in the
field.
Weakness: Limited information on the research
methodology: The study does not provide details
on the research methodology employed, such as
the sample size, data collection methods, or data
29
analysis procedures. This limits the ability to
evaluate the reliability and validity of the
findings.
Lack of evidence of empirical research: The
study does not indicate whether it is based on
empirical research, such as data collected from
observations, surveys, or interviews. This raises
questions about the empirical foundation of the
study's findings.
2 (Putu, 2020) This study aimed at describing the English for
Food and beverage service materials needed by
students of SMK SMSR Ubud, describing how
the materials were developed, and analysing the
quality of the developed materials. This study
used research and development model suggested
by Richey and Klein, (2007) comprising design,
development and evaluation. The instruments
used were questionnaires, interview guides,
document analysis, and checklist. The findings
of this study show that there were 7 topics
needed to be developed included Preparing
restaurant area, preparing and set up table, greet
the guest, taking order, serving food, closing
restaurant area, and non-alcoholic beverage. The
30
materials were designed by following the
English for Specific Purposes (ESP) material
design suggested by Hutchinson and Waters
(1987) involving input, content focus, language
focus and task. Since English for food and
beverage is part of ESP that is under English for
Occupational Purposes, the effectiveness of the
developed materials was evaluated using the
criteria of good ESP materials suggested by Litz
(2005), Hutchinson and Waters (2008), and
Tomlinson (2009). After gaining the scores from
the expert judges, the data then used the
categorization of good teaching materials
proposed by Nurkancana and Sunartana (2011).
The quality of the developed materials was
categorized as good material. Thus, it can be
used as a main source for learning English Food
and beverage service at SMK SMSR Ubud.
Strength: The study clearly states its aims,
which are to describe the English for Food and
beverage service materials needed by students
and analyze the quality of the developed
materials. This provides a clear focus for the
research. And The study utilizes a variety of
31
instruments, including questionnaires, interview
guides, document analysis, and checklist. This
multi-method approach increases the reliability
and validity of the data collected and enhances
the comprehensiveness of the study.
Weakness: The study briefly mentions that the
materials were evaluated using established
criteria and expert judges' scores, but it does not
provide specific information on the evaluation
criteria or the expertise of the judges. This limits
the transparency and reproducibility of the
evaluation process.
3 (Praptono, 2020) This study aimed at describing the English for
Food and beverage service materials needed by
students of SMK SMSR Ubud, describing how
the materials were developed, and analysing the
quality of the developed materials. This study
used research and development model suggested
by Richey and Klein, (2007) comprising design,
development and evaluation. The instruments
used were questionnaires, interview guides,
document analysis, and checklist. The findings
of this study show that there were 7 topics
needed to be developed included Preparing
32
restaurant area, preparing and set up table, greet
the guest, taking order, serving food, closing
restaurant area, and non-alcoholic beverage. The
materials were designed by following the
English for Specific Purposes (ESP) material
design suggested by Hutchinson and Waters
(1987) involving input, content focus, language
focus and task. Since English for food and
beverage is part of ESP that is under English for
Occupational Purposes, the effectiveness of the
developed materials was evaluated using the
(2005), Hutchinson and Waters (2008), and
Tomlinson (2009). After gaining the scores from
the expert judges, the data then used the
categorization of good teaching materials
proposed by Nurkancana and Sunartana (2011).
The quality of the developed materials was
categorized as good material. Thus, it can be
used as a main source for learning English Food
and beverage service at SMK SMSR Ubud.
Strength: Comprehensive approach: The study
aimed to cover the entire process of developing
33
English for Food and Beverage Service
materials, including describing the needed
materials, the development process, and
evaluating the quality. This comprehensive
approach ensures a thorough investigation of the
subject matter.
Research and development model: The study
employed the research and development model
suggested by Richey and Klein (2007), which is
a widely recognized framework for developing
educational materials. This model provides a
systematic and structured approach to ensure the
effectiveness and quality of the materials.
Diverse data collection instruments: The use of
questionnaires, interview guides, document
analysis, and checklists as data collection
instruments increases the reliability and validity
of the study. It allows for multiple perspectives
and sources of information, enhancing the
overall robustness of the findings.
Weakness: Limited generalizability: The study
was conducted specifically for students at SMK
SMSR Ubud. Therefore, the findings and
34
developed materials may have limited
applicability to other contexts or educational
institutions. The lack of a wider sample reduces
the generalizability of the results.
Lack of information on participant
demographics: The text does not provide details
about the participants involved in the study, such
as their language proficiency levels or prior
knowledge of food and beverage service. These
factors could influence the specific needs and
effectiveness of the developed materials, and
their omission limits the depth of the analysis.
Absence of comparison or control group: The
study does not mention the inclusion of a
comparison or control group. Without a baseline
or a point of comparison, it becomes challenging
to determine the specific impact or effectiveness
of the developed materials in relation to
alternative approaches or existing materials.
It's important to note that these strengths and
weaknesses are based solely on the information
provided in the text. A more detailed
35
examination of the actual study would provide a
more accurate and comprehensive evaluation.
4 Ketut Eni The study aimed at describing the English for
Ariyanthi (2020). restaurant materials needed by restaurant
students at Apollonia Hotel School. This study
employed to research and development
suggested by Richey and Klein (2007) which
consists of design, development, and evaluation.
The respondents involved were 34 restaurant
students and 10 instructors. Data in this study
were obtained from document analysis,
questionnaires, and interviews. The results of the
study revealed that there were eight topics
needed, namely the procedure of handling
cleanliness, maintain kitchen and restaurant
equipment, renew local knowledge, provide a
link between the kitchen and service area,
provide gueridon service, provide silver service,
provide food and beverage service, and provide
room service. The materials designed that used
were suggested by Hutchinson & Waters (1987)
involving input, content focus, language focus,
and task. While, the effectiveness of the
36
developed materials was suggested by
Tomlinson (1998), and evaluated using the
(2005), Tomlinson (1998), and Hutchinson &
Waters (1987). The results of the evaluation
from experts concluded that the quality of the
books developed was very good. For further
research, it is better to use the native speaker in
the audio rather than an Indonesians since there
are some listening tasks in some units of ESP
restaurant.
Strength: The study follows a research and
development model, which provides a structured
approach to designing, developing, and
evaluating the English for restaurant materials.
This model ensures a systematic process for
creating effective instructional materials.
The developed materials undergo an evaluation
process using criteria suggested by experts in the
field of English for Specific Purposes (ESP). The
conclusion that the quality of the books is very
good indicates that the materials meet high
standards and are deemed effective.
37
Weakness: Lack of detail on evaluation process:
While the study mentions the criteria used for
evaluating the materials, it does not provide
specific details on how the evaluation was
conducted or the specific findings from the
evaluation process. More information on the
evaluation process would enhance the
transparency and understanding of the results.
Recommendation for native speaker audio: The
study suggests using native speakers for audio in
listening tasks. However, it does not provide a
clear rationale or justification for this
recommendation. Further explanation or
research could support the reasoning behind this
suggestion.
38
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This study employs the research and development (R&D)
methodology. This research model aims to produce a specific product and test
the effectiveness of the developed product Sugiyono, (2015). The resulting
product should not only be effective but also meet the needs in the field.
The development research process starts with initial observations to
identify the problems and potential at Kampus Bali International. One of the
potentials at Kampus Bali International is the high demand for English
language learning by students. However, in the first semester, the lack of a
comprehensive English language textbook for food and beverage service
learning poses a challenge. Therefore, research is needed to determine the
usefulness of the developed product.
In this development research, the researcher adopts the ADDIE
development model. ADDIE model Tegeh, (2014). The evaluation is
conducted before testing the product in the field, aiming to reduce errors and
shortcomings when conducting field tests. The ADDIE instructional design
model is a simple and easily applicable procedural model for creating and
developing instructional materials for short-term or continuous training. The
ADDIE model consists of five steps: Analysis, Design, Development,
Implementation, and Evaluation Hasyim, (2016), Implementation and
Evaluation stages were not included in this present study.
39
Figure 3.1 : ADDIE Development Research Model Procedure
The following is a description of each stage in the research and development
model ADDIE Hasyim, (2016):
Analysis: This stage involves determining the problem and finding the
appropriate solution. The analysis includes problem identification, target
needs and students need. The output of this stage is the characteristics or
profile based on developing books, identification of problem, identification
of needs, and detailed task identification based on student needs.
Design: This stage involves developing objectives, test items, and learning
strategies. It also includes planning activities and creating a design or action
plan to solve the problem.
Development: This stage involves producing media or teaching materials to
be used in the learning activities. It includes selecting and combining the
best media for learning purposes.
40
Implementation: This stage involves implementing the designed plan and
carrying out the learning activities. It is the realization of the design and
development by guiding students to achieve learning objectives and
effectively solve a problem.
Evaluation: This stage involves evaluating the developed product and
assessing learning outcomes. Evaluation is seen as the process of assessing
the value of a learning program. Evaluation includes pre-tests, process
evaluations, and post-tests.
3.2 The Subjects and Objects of the research
3.2.1 Research Subject
The subject of this study is student in Kampus Bali
International semester 1, Majoring Food and Beverage Service.
This study aims to deternine the dominant factor difficulty faced by
students understanding and speaking English.
3.2.2 Research Object
The object of this study is to find out the difficulties that
faced by the student Kampus Bali International Singaraja, in order
to get data respondent the researcher use two instrument is that is
questionnaires and interview. Quistionaire used to get data from t
he students difficulties. Interview I conducted to the 1 teacher to
determine the method that is use to teach speaking in the
classroom.
41
Steps I
3.3 Population
Sugiyono (2019) states that population is a generalization area
consisting of objects / subjects that have certain quantities and
characteristics that are determined by researchers to study and then draw
conclusions. In this case the population of this study are Food and beverage
students of Kampus Bali International Singaraja.
Table 3.3 Class Population Data
No Class total
1 B 20
2 C 20
3.4 Research Setting
This research was carried out at the Kampus Bali International
which is located on Jl. Yudistira Sel. No. 17A, Kp. Singaraja, Kec.
Buleleng, Buleleng Regency, Bali 81117
3.5 Sample Participant
The sample of this study was chosen by using purposive sampling
technique where only the students who still active studying were taken as the
sample. Therefore, the sample of this study was the first semester students
class B and C of Food and Beverage Service in the academic year of
2023/2024. There were 2 classes with 40 students.
42
3.6 Instrument
An instrument, in the context of research, refers to a tool or device
used to collect data or gather information for the purpose of conducting a
study or investigation. Interview instruments can take various forms
depending on the nature of the research and the type of data being collected.
They are designed to systematically gather data in a standardized and reliable
manner, allowing researchers to measure and analyze variables of interest.
Instruments can include surveys, questionnaires, interviews,
observations, tests, scales, checklists, and document analysis tools, among
others. Each instrument is designed with specific questions, prompts, or tasks
to elicit responses from participants or to collect relevant data. The choice of
instrument depends on the research objectives, the nature of the data being
sought, and the characteristics of the target population.
A well-designed instrument is essential for collecting valid and
reliable data. It should be clear, unbiased, and effectively capture the
information needed for the research study. Researchers need to consider
factors such as validity (the instrument measures what it intends to measure)
and reliability (the instrument produces consistent results) when
developing and selecting appropriate instruments for their research.
3.6.1 Need Analysis Questionnaire
In this research, the researcher use the questionnaire as an
instrument to collect the data. Surveys in education often use test
results, self-completion questionnaire and attitude scale ( Louis,
Cohen., Lawrence Manio., and Keith, Marrison, 2007, p. 206) .

43
According to Babbie, (2014, p. 262) questionnaire is form of a list
containing questions and designed to obtain information needed by
researcher. The type of research that provides a number of
questionnaires to the respondent in order to obtain information
needed by the researcher to answer a research question. In this
research the questionnaire will be used to determine students
needs. The researcher adopted a questionnaire from Gardner's
Attitudes and Outcomes learning. researcher distributed
questionnaires via google form. the researcher share questionnaires
to the student WhatsApp class group, In the questionnaire there
are 10 questions written in Indonesian to make it easier for students
to understand and answer questions. Plus one decisive question
related to the problem of students' language skills in learning
English. In this questionnaire, students were asked to answer
questions by choosing four categories SA (Strongly Agree), A
(Agree), D (Disagree), and SD (Strongly Disagree). Each student is
given questions based on their opinions and feelings. In the
question of Food and Beverage Material, the problem uses a Likert
Scale. The data obtained were interpreted in a qualitative sense
based on their opinion in the question. This questionnaire is made
for students need about the instructional material developing for
food and beverage service
44
Table 3.6.1 Student Need analysis questionnaire of student Bali International
No Questions SA A N D SD
1 I’m interested in having a book about
food and beverage (FnB) that includes
various recipes?
2 To what extent do you want an FnB book
that focuses on regional or specific
country cuisine?
3 To what extent do you want an FnB book
that includes cooking or drink-making
tips and tricks?
4 To what extent do you agree with the
following statement: "An FnB book
should have picture descriptions."
following statement: "English learning
should involve more practice than
theory."
following statement: "A waiter/waitress
should have a neat and clean
appearance.”
45
following statement: "Is it more suitable
for an FnB book to use the Indonesian
language."
following statement: "Food and beverage
service learning should focus not only on
practice but also on the English
language."
following statement: "An FnB service
book should also include exercises."
should be fluent in English."
According to the data table above from indicator of Students
need the total from the results of the student using a questionnaire
can be seen by the number of scores on the indicator multiplied
score of each liker scale. In this case, the students need about this
book are more important than just calculate the data of percentage
respondent.
46
Table 3.6.2 Expert analysis questionnaire of student Bali International
No Question Y N Comment
1 Does this English book for F&B Service
include an explanation of language skills in
listening?
speaking?
reading?
writing?
5 Is intermediate-level English proficiency
required for students in their future
workplace?
6 Can this English book for F&B Service help
students communicate in the workplace?
47
students in welcoming guests?
students in escorting and seating guests?
students in taking beverage orders?
students in explaining the restaurant menu?
students in giving advice or recommendations
about food and beverages or making sales?
12 Do students use English to speak with guests,
colleagues, native or non-native speakers?
students in communicating with restaurant
guests?
students in introducing wine?
15 Can this English book for F&B Service
explain workplace cleanliness procedures?
48
explain workplace cleanliness and equipment
maintenance?
explain local knowledge?
explain the connection between the kitchen
area and the service area?
explain gueridon service?
explain silver service?
explain food and beverage service?
explain room service?
23 Do students have to use English to
communicate in the restaurant?
24 Do students use English to serve guests in the
restaurant?
49
25 Do students use English not only to serve
guests in the restaurant but in other situations
as well?
3.6.2 Expert Judgment Questionnaire
The expert judgment questionnaire intended to gain data from
an expert in English teaching and the head of department about the
validity of the materials. The questionnaire consisted of several points
of evaluation. The points were the appropriateness of the contents, the
appropriateness of the vocabulary and structure, the appropriateness
of the activities, the appropriateness of supplementary/supportive
materials, and the appropriateness of the illustrations then it was
analyze to find out that the material were appropriate for the students
or not. The questionnaire was analyzed by using frequency and
percentage.
Table 3.6.3 Expert Judgment Form Questionnaire
5 1
4 3 2
Dimension No. Item (
(good) (Average) (Poor)
(Very
very Poor
good) )
Layou 1. The textbook includes a
t and detailed overview of the
Desig functions, structures and
n vocabulary that will be
taught in each unit.
2. The layout and design
areappropriate and clear.
3. The textbook is
organizedeffectively.
4. The textbook provides
avocabulary list.
50
5. The textbook
providesreview
section.
6. The textbook
providesclear
objectives.
Activities 7. The textbook provides
abalance of activities.
8. The activities encourage
sufficient
communicativeand
meaningful practice.
9. The activities incorporate
an individual, pairs
andgroup work.
10. The grammar points and
vocabulary items are
introduced in
motivatingand realistic
contexts.
11. The activities promote
creative, original and
independent
responses.
Skill 12. The materials include and
focus on the skills that
students need to
practice.
13. The materials provide
practice of listening
andspeaking skills
14. The textbook helps
students to practice
speaking.
15. The practice of individual
skill is integrated into
practice of other skills.
16. The language used in the
textbook is authentic, that
is, like real-life English.
17. The language used is at the
right level for students'
current English ability.
18. The progression of
grammar points and
vocabulary items is
appropriate.
51
19. The grammar points are
presented with brief and
easy examples and
explanations.
20. The language functions
exemplify English that
I/my students will be likely
to use in the future.
21. The subject and contents of
the textbook are relevant to
students' needs as an
English language
learner(s),
the textbook are generally
realistic.
the textbook are
interesting, challenging and
motivating.
24. There are sufficient
varieties in the subject and
content of the textbook.
25. The materials are not
culturally biased and they
do not portray any negative
Stereotypes.
Source: Product Evaluation Checklist for Expert Judges (Adapted from
Litz 2005)
3.6.3 Interview
Creswell (2017) said that unstructured, often open-ended
interview questions are asked sparingly and are meant to elicit ideas
and opinions from the participants. Interviews are a way to get clear
information from participants. The interview does not limit the
answers that be given by the interviewee. Where the interviewer can
prioritize not only finishing replies but also going into detail about
concerns, and the interview process can be controlled while still
allowing for spontaneity. Researchers used open interviews to get
views and perspectives from students and teachers to collect in-depth

52
information. Researchers conducted face-to-face interviews with
teachers who have implemented online assessments. In addition,
researchers also dig up in-depth information through English lecturer
at Kampus Bali International Singaraja. The supporting instrument
that used to record lecturer interviews used cell phone recordings
Question of Interview
1. Does this English book for F&B Service include an explanation
of language skills in listening?
of language skills in speaking?
of language skills in reading?
of language skills in writing?
5. Is intermediate-level English proficiency required for students in
their future workplace?
6. Can this English book for F&B Service help students
communicate in the workplace?
7. Can this English book for F&B Service help students in
welcoming guests?
escorting and seating guests?
9. Can this English book for F&B Service help students in taking
beverage orders?
53
explaining the restaurant menu?
11. Can this English book for F&B Service help students in giving
advice or recommendations about food and beverages or making
sales?
12. Do students use English to speak with guests, colleagues, native
or non-native speakers?
communicating with restaurant guests?
introducing wine?
15. Can this English book for F&B Service explain workplace
cleanliness procedures?
16. Can this English book for F&B Service explain workplace
cleanliness and equipment maintenance?
17. Can this English book for F&B Service explain local
knowledge?
18. Can this English book for F&B Service explain the connection
between the kitchen area and the service area?
19. Can this English book for F&B Service explain gueridon
service?
20. Can this English book for F&B Service explain silver service?
21. Can this English book for F&B Service explain food and
beverage service?
54
22. Can this English book for F&B Service explain room service?
23. Do students have to use English to communicate in the
restaurant?
24. Do students use English to serve guests in the restaurant?
25. Do students use English not only to serve guests in the restaurant
but in other situations as well?
3.7 Data Collection
In this study the researcher collected the data by distributing the
questionnaire through google form into WhatsApp Group Class and take
interview to the 1 lecturer ESP for Food and Beverage Service. After finish
answer the question, the researcher collected the questionnaire and analyze it
The questionnaire was prepared using a Likert Scale. This
questionnaire was distributed to determine the percentage of students
difficulties in learning food and beverage service and speaking english. In
addition to the questionnaire, interviews were also conducted with 1
participants who are English lecturer. Interviews were conducted to
determine design of book and the teaching material to teach speaking in the
classrom.
In collecting questionnaire data, researchers use Google Forms to
make it easier for researchers and respondents to send questionnaires and
minimize costs that must be incurred by researchers,because using paper will
increase the cost of printing questionnaire forms. Even though using the
Google form, the questionnaire was distributed throught whatsapp groups
calss. Before students filled out the questionnaire, the researcher

55
explained in advance the procedure for filling out the questionnaire and the
purpose of the questionnaire.
After the researcher collected the data, then the data was analyzed
using qualitative methods to find the conclusion of students needs. Then, 1
English lecturer are selected to be interviewed.Interviews were conducted
face to face alternately so that respondents could answer more freely. In order
to avoid misunderstandings, the interviews were conducted in Indonesian and
recorded with the respondent's permission. Interviews were conducted to find
the food and beverage teaching material and to teach speaking skill in the
classroom. The results of the interviews will be analyzed based on the theories
of the experts and supported by previous research studies. The result of the
data was presented by the writer in chapter IV.
3.8 Technique of Data Analysis
The procedure of conducting Research and Development in this
research applied the ADDIE model that stages covered Analysis, design,
develop, and implement or try out the draft while the testing or evaluation
stages covered the field testing in the big classes. Developing the draft of the
English Material course for Food and beverage service was based on the
English needs of the students in the implementation of SOPs in restaurant
services. The figure of the ADDIE instructional design model from Gagne
(2005) can be seen in the following figure
56
Figure 3.7 The ADDIE Instructional Design Model
Analysis
Design Formative Evaluation
Developmen
t
Table 3.1 The Five Phases of the ADDIE Instructional Designs
Phases SAMPLE Task Sample Output
Analysis Needs assessment Learner profile

Problem identification Description of
The process of defining Task analysis constraints Needs,
what is to be learned Problem Statement Task
analysis
Design Write objectives Develop Measurable objectives

test items Plan Instructional strategy
The process of specifying instruction Identify
how it is to be learned resources
Development Work with producers Storyboard Script

Develop workbook, flow Exercises Computer
the process of authoring chart, program assisted instruction
and producing the
materials
Implementation
The process of installing

the project in the real
world context
Evaluation
The process of
determining the
adequacy of the
instruction
57
However, due to the scope limitation in this present study, this
research was limited to the implementation of ADDIE models just until the
development stages. Implementation and Evaluation stages were not
included in this present study. Therefore, the procedure of this research was
as follows:
1. Analyze stage
In this stage, collecting the data to analyze the English needs of the
students food and beverage service.
2. Design stage
In this stage, designing the English teaching material based on the results
of the analysis stage.
3. Develop stage
In this stage, developing English teaching material from the design stage
food and beverage as the prototype.
4. Formative Evaluation
In this stage, the prototype validated by expert to find out if the material
of studying were suitable with the students or not
3.8 Data analysis
According to Sugiyono, (2019) Analyzing data entails conducting a
thorough search for, collating, and presenting field notes, questionnaires,
interview transcripts, and other information gathered in order to better
comprehend it and communicate what has been discovered to others. The
instrument that u s e b y researcher in data collection in this study are in

58
the form of distributing questionnaires to the students. This research
instrument uses a Likert scale or the conclusion based on students choice.
Table. 3.8 Likert Scale
Alternative Answer Item Score
Strongly Agree 5
Agree 4
Neutral 3
Disagree 2
Strongly Disagree 1
3.9 Product design planning
Figure. 3.9 Design Planning of Book
Research and Data Product

Information collection Design
Collecting Design
Validation
Product
Trials
3.10 Design validation
Design validation is the process of evaluating product designs in a
rational manner. It is called rational because this validation is still based on
rational thinking rather than field facts.
The steps in validating media design involve communicating with
experts in instructional materials, ESP lecturer, and F&B learning experts,,
as implementers of the learning process. The researcher requests the experts
59
to act as validators to assess and provide feedback on the strengths and
weaknesses of the development product. The evaluation results provided by
the experts will be used as a basis for improving and refining the
instructional material development to align it with the desired product by
the researcher.
3.11 Experimental design models products that have been designed
According Product design, according to Tomlinson, Brian. (2011)
and Hutchinson & Waters (1987), each material consist
3.11.1 Input
This may be a text, dialogue, video recording, diagram, or
any form of communication data, depending on the needs identified
in your analysis. The input serves several purposes:
1. It provides material to stimulate activities.
2. It introduces new language items.
3. It presents correct models of language usage.
4. It offers a topic for communication.
5. It allows learners to utilize their information processing skills.
6. It encourages learners to apply their existing knowledge of both
the language and the subject matter
3.11.2 Content focus

Language is not an end in itself, but a means of transferring
information and feelings about something. Non-linguistic content
should be exploited to generate meaningful communication in the
classroom.
60
3.11.3 Language focus
Our aim is to enable learners to use language, but it is unfair
to give learners communicative tasks and activities for which they
do not have enough language knowledge. In language focus, learners
have the chance to take the language to pieces, study how it works
and practice putting it back together again.
3.11.4 Task
The ultimate purpose of language learning is language use.
Materials should be designed to lead towards a communicative task
in which learners use the content and language knowledge they have
built up through the unit.
These four elements combine in the model as follows
1. The primary focus of the unit is task
2. The language and content are drawn from the input and are
selected according to what the learners will need in order to do
the task.
3. It follows that an important feature of the model is to create
coherence in terms of both language and content throughout the
unit.
4. This provides the support for more complex activities by building
up a fund of knowledge and skills
61
The results of the study reveal that there are eight
topics needed, including cleanliness handling procedures, kitchen
and restaurant equipment maintenance, updating local
knowledge, establishing a relationship between kitchen staff and
restaurant staff, providing Gueridon service, providing silver
service, providing food and beverage service, and providing
food ordering service through the room.
62
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
4.1 Findings
The data presented in this chapter covers the stages of research and
development by using the ADDIE phases: analyze, design, develop,
implement, and evaluate. However, in this present research the researcher
only focused on the three main phases of the ADDIE phases; from analysis
to development while implement and evaluation were conducted by doing
the validation from the experts. In the analyzing stage, the needs of the
students in learning English for Food and Beverage Service were analyzed
and identified. In the designing and development stage, the course
framework and the teaching material were designed, developed based on the
results of needs analysis and then the prototype of the developed material is
validated by the experts in the implementing and evaluating stages.
4.1.1 The Students’ Needs in Learning English
A. Target needs
1. Necessities
The English language skills are important for the students of
Food and Beverage Service department. So. it cannot be separated
from each other as they are all integrated skills. Speaking skills, for
example, cannot be separated from listening skills, writing skills
cannot be separated from reading skills. In this question the
researcher want to know the most skill that the students should be
63
able to mastery in order to achieve the target situation. The students’
needs in English language skills can be seen in the following table
4.1.1
Table 4.1.1 The Students’ needs of language skills
Language Skill Frequency Percentage
Speaking 19 47,5
Listening 6 15
Reading 10 25
Writing 5 12,5
Total 40 100
2. Lacks
The gap between the students’ existing knowledge and agreed
objectives they have to achieve refers to lack Hutchinson & Waters, (1987).
In this question, the researcher wants to find out the students’ difficulties in
learning English, there are four type of responds in this question. The result
can be seen in the table 4.1.2
64
Table 4.1.2 The Students’ difficulties in language skills
Language Skill Frequency Percentage
Speaking 20 50
Listening 9 22,5
Reading 9 22,5
Writing 2 5
Total 40 100
3. Wants
The gap between the students’ existing knowledge and agreed
objectives they have to achieve refers to lack Hutchinson & Waters,
(1987). In this question, the researcher wants to find out the students’
difficulties in learning English, there are four type of responds in this
question. The result can be seen in the table 4.1.3
65
Table 4.1.3 The Students’ wants in learning English
Students’ wants in learning English Frequency Percentage
Be able to communicate in English both in written

25 62.5
and spoken fluently
Be able master the vocabulary of the FnB Service

5 12,5
well
Be able to understand and use the words, sentences,

7 17,5
and clauses in English well
Be able to use English Grammar very wel 3 7,5
Total 40 100
B. Learning Needs
Learning needs are the knowledge and abilities that learners will require in
order to be able to perform to the required degree of competence in the
target situation. Learning needs are related to input, procedures, setting,
learner’s role, and teacher’s role.
1) Goals
Goals are used to find out the students’ reasons in learning English.
They are related to a range of general outcomes (communicative,
affective, or cognitive) or may directly describe teacher or learner
behavior. It can be concluded that besides providing a relation between
the task and the curriculum, goals are also related to a range of general
outcomes or related to the description of teachers or learner’s behavior.

66
a) The students’ purposes of learning English at the present In this
question, the researcher wanted to find out the students’ purposes of
learning English at the present, there are four type of responds in this
question. The result can be seen in table 4.1.4
Table 4.1.4 The Students’ purpose of learning English at

present
Language Skills Frequency Percentage
Be able to communicate in English both in written

2 62.5
and spoken fluently
Be able master the vocabulary of the restaurant well 5 12,5
Be able to understand and use the words, sentences,

7 17,5
and clauses in English well
Be able to use English Grammar very wel 3 7,5
Total 40 100
Based on the questionnaires given to the students the materials
that were needed for the students are as follows
1. The topics should add images to give an idea expressions
2. The material should contain language expressions
3. The topics needed should be specific for Food and Beverage services
4. The most skill needed by the students is speaking skill
5. The material should consist of information and explanation
67
The materials were designed based on student need. After analyzing
the students’ need, the researcher designed the product by creating draft of
the product and determining the units of the English learning materials. There
were eight units in the book, they are F&B Department, F&B Restaurant,
F&B Service, F&B Menu, F&B Service Equipment, F&B Folding Napkin,
F&B Room Services, and F&B Operation, Inorder to know the quality of the
product, the researcher did expert judgment. The product is measured by two
experts by fill in the questionnaire given. The questionnaire consisted of scale
and the scale is from
Product Design Introduction
Table 4.1.5 Summary data of student questionnaire
Strongly Disagree Netral Agree (4) Strongly

Questions Disagree Total
Disagree (1) (2) (3)
(5)
1 3
112 55 170
2 6 3 124 25 153
3 1 2 3 108 50 162
4 108 65 173
5 2 88 85 134
6 2 80 95 176
7 1 10 96 25 152
8 4 116 45 165
9 1 4 136 15 156
10 2 104 65 170
Total 3 32 9 1.056 525 1.611
68
4.2 Discussion
As the research conducted This study aimed at describing the English

for Food and beverage service materials needed by students of Kampus Bali
International, describing how the materials were developed, and analysing the
quality of the developed materials. This study used research and development
model suggested by Richey and Klein, (2007) comprising design,
development and evaluation. The instruments used were questionnaires,
interview guides, document analysis, and checklist. The findings of this study
show that there were 7 topics needed to be developed included Preparing
restaurant area, preparing and set up table, greet the guest, taking order,
serving food, closing restaurant area, and non-alcoholic beverage. The
materials were designed by following the English for Specific Purposes (ESP)
material design suggested by Hutchinson and Waters (1987) involving input,
content focus, language focus and task. Since English for food and beverage
is part of ESP that is under English for Occupational Purposes, the
effectiveness of the developed materials was evaluated using the criteria of
good ESP materials suggested by Litz (2005), Hutchinson and Waters (2008),
and Tomlinson (2009). After gaining the scores from the expert judges, the
data then used the categorization of good teaching materials proposed by
Nurkancana and Sunartana (2011). The quality of the developed materials
was categorized as good material. Thus, it can be used as a main source for
learning English Food and beverage service at Kampus Bali International
Singaraja
1. Are you interested in having a book about food and beverage (F&B)
that includes a variety of recipes?
Image 4.2.1 Diagram of Questionnaire
69
According to the replies gathered, researchers discovered that among 40
students, 70% agree having book about food and beverage that includes a
variety of recipe, 27.5% strongly agree having book about food and beverage
that includes a variety of recipe 2.5% voted neutral having book about food
and beverage that includes a variety of recipe.
2. Do you want an F&B book that focuses on the specialties of a
particular region or country?
students, 77,5% agree about book that focuses on the specialties of a
particular region or country, 12,5% strongly agree about book that focuses on
the specialties of a particular region or country, 7,5% disagree about book
that focuses on the specialties of a particular region or country and just 2.5%
voted neutral
70
3. Do you want an F&B book that includes tips and tricks on cooking or
making drinks?
students, 67,5% agree about that includes tips and tricks on cooking or
making drinks, 25% strongly agree about that includes tips and tricks on
cooking or making drinks, and just 2.5% voted neutral, strongly disagree,
disagree about that includes tips and tricks on cooking or making drinks
4. To what extent do you agree with the following statement: "F&B
books should have captions with pictures."
71
students, 67,5% agree about F&B books should have captions with pictures
and 32.5% strongly agree F&B books should have captions with pictures.
5. To what extent do you agree with the following statement: "learning
English should be more practical than theory."
students, 55% agree about learning English should be more practical than
theory, 42.5% strongly agree learning English should be more practical than
theory, and just 2.5% voted disagree for learning English should be more
practical than theory.
6. To what extent do you agree with the following statement: "a neat and
clean appearance is a must for a waitress."
72
students, 50% agree about a neat and clean appearance is a must for a
waitress, 47.5% strongly agree about a neat and clean appearance is a must
for a waitress, and just 2.5% voted disagree for a neat and clean appearance
is a must for a waitress.
7. To what extent do you agree with the following statement: "is the
F&B Service book more suitable for using Indonesian."
students, 60% agree about the F&B Service book more suitable for using
73
Indonesian, 12.5% strongly agree the F&B Service book more suitable for
using Indonesian, 25% disagree about the F&B Service book more suitable
for using Indonesian and just 2.5% voted strongly disagree for the F&B
Service book more suitable for using Indonesian.
8. To what extent do you agree with the following statement: "learning
food and beverage service is not just practice but focuses more on
English."
students, 72,5% agree about learning food and beverage service is not just
practice but focuses more on English, 22.5% strongly agree learning food and
74
beverage service is not just practice but focuses more on English, and just 5%
voted disagree learning food and beverage service is not just practice but
focuses more on English.
9. To what extent do you agree with the following statement: "food and
beverage service books should also contain practice questions too".
students, 85% agree about food and beverage service books should also
contain practice questions too, 7.5% strongly agree food and beverage service
books should also contain practice questions too, 5% disagree for food and
beverage service books should also contain practice questions too, and just
2.5% voted strongly disagree food and beverage service books should also
contain practice questions too.
10. how far do you agree with the following statement:"a waiter must be
able to speak english fluently."
75
students, 65% agree about a waiter must be able to speak english fluently,
32.5% strongly agree a waiter must be able to speak english fluently, and just
2.5% voted disagree for a waiter must be able to speak english fluently.
4.2 Initial Product Design
FOOD AND BEVERAGE SERVICE
UNIT 1 Containing knowledges

about F&B Department
- FOOD & BEVERAGE -

DEPARTMENT
- ORGANIZATION
CHART
- JOB DESCRIPTION
- FOOD AND BEVERAGE

SERVICES – SOPS
- ATTITUDES AND
COMPETENCIES
76
UNIT 2 Containing materials about
Restaurant:
- FOOD AND BEVERAGE

- RESTAURANT
- TYPES OF FOOD AND

BEVERAGE SERVICES
OPERATIONS
- TYPE OF
RESTAURANT:
- TYPES OF SERVICE
- FOOD AND BEVERAGE

SERVICES - OUTLETS
- GENERAL LAYOUT OF
F&B OUTLETS
- GENERAL
CONSIDERATIONS FOR
FOOD AND BEVERAGE
77
SERVICES LAYOUT
- FOOD AND BEVERAGE
SERVICES -
PREPARATION
- HANDLING GUEST AT
THE RESTAURANT

F&B Service
- FOOD AND BEVERAGE

– SERVICE
- DEFINITION OF FOOD
AND BEVERAGE
SERVICE
- SEQUENCE OF
SERVICE RESTAURANT
- HANDLING
COMPLAINT
- COMMON
RESTAURANT
COMPLAINTS
- CUSTOMER
COMPLAINT
PROCEDURE
- PREVENTING
CUSTOMER
COMPLAINTS

types of Menu
78
- FOOD AND BEVERAGE
- MENU
- BROAD TYPES OF
MENUS
- MENU COURSES
- ETHNIC FOOD MENUS
- BEVERAGES

F&B Equipment
- SERVICE EQUIPMENT
- TYPES OF SPOONS,
FORKS, AND KNIVES
- TYPES OF GLASSES
- CHINAWARE
- SILVERWARE
- DISPOSABLE
- FOOD AND BEVERAGE

SERVICESS - PANTRY
EQUIPMENT

Table Set Up
- HOW TO FOLD
NAPKINS
- PREPARE THE TABLE
79
Provice Special Service
- FOOD AND BEVERAGE

– ROOM SERVICE
- ROOM SERVICE
ORGANIZATIONAL
STRUCTURE AND
DUTIES
- CHARACTERISTICS OF
ROOM SERVICE
- SEQUENCE OF ORDER-
TAKING IN ROOM
SERVICE
- THERE ARE TWO

TYPES OF ROOM
SERVICE
- ROOM SERVICE
TROLLEY
80
- BREAKFAST BASIC SET
UP ON THE TRAY
- BASIC STEPS IN
ENTERING A GUEST
ROOM

Managing F&B Area
- MANAGING BUFFETS,
BANQUETS, AND
CATERED EVENTS
- FUNCTION OF FOOD
AND BEVERAGE
OPERATIONS
- FOOD AND BEVERAGE

SERVICESS - HYGIENE
& SAFETY
4.3 Results of Product Testing.

The testing scenario for the book is conducted by combining 4 skills
(Speaking, Listening, Reading, Writing) in English, designed to meet the
81
needs in the field of food and beverage service. This book is designed to
facilitate students in learning food and beverage service.
After conducting testing on this book, the author obtained several
conclusions from the trial results of the food and beverage service book.
The conclusions drawn by the author are as follows:
1. Based on the testing results, Students can quickly and accurately find the
material student want to learn.
2. The book material of the food and beverage service is not difficult to use,
as the table of content clearly placed according the steps of learning food
and beverage service
3. Material on this book well sequenced, make easier for every students to
find what kind of material they want to learn
From the above conclusions, it is explained that the objective of creating
this book has been achieved as it provides accurate information to the
Student. Therefore, the researcher conducted testing to determine whether
this book has achieved its goal as a development materials.
4.4 Product revision (revised image and its explanation)
Based on the results of the validation test conducted by 2 experts, 1
ESP expert, and 1 practitioner expert, there were some shortcomings
identified regarding the addition of a few materials in the book on cutlery
for seafood, the definition of a seafood restaurant, and the explanation of
authentic food. All of these categories are essential in a Food and beverage
service book.
82
4.4.1 Input
Each unit begins with monologue or dialogue related to the
restaurant activities which are related to material being discussed
and some relevant pictures or illustrations. An activity involves
group work or pairs to encourage students to stimulate their
comprehension about the topic that they will learn. In this case,
the students are expected to think about the subject of material
being discussed by drawing on what they have already known,
eliciting their opinion through the monologues or dialogues and
pictures or illustrations that have been provided. They are
expected to be able to motivate and attract the course participants’
attention and motivation then meet their needs.
83
4.4.2 Content Focus
This section contains the materials that students need to be
understood. It is designed based on the materials needed for the
F&B Service, which were contained example materials for F&B
Service knowledge and activities. The students are expected to be
ready to know the implementation of these materials in restaurant
activities.
84
4.4.3 Language Focus
This section more focuses on the ability of a material to encourage
students in using the language. It contains some language
expression which needs to be considered by course participant
connected to the materials being discussed. In this section, course
participants are given information about the language patterns in
the form of grammar review which example related to the
restaurant activities
85
4.4.4 Vocabullary Focus
Vocabulary focus is an important part of a book, because many of
the vocabulary in the unit are listed in the vocabulary focus,
therefore people who use this book can try to learn vocabulary and
construct sentences through the vocabulary focus.
4.4.5 Task
This section is designed to lead to communicative competence
based on what they learned on the input, content focus, and

86
language focus. It contains some exercise for the fourth language
skills: listening, speaking, reading, and writing which, the
grammar exercise also provided.
87
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
This study has weaknesses in measuring the product, that is, the
product should be implemented and tested to the students to know whether
the product can be applied or not. In fact, to know the quality of the product,
the researcher only uses the validation given by experts judges because the
limitation of time. For the future research, the process of measure the
quality of the product was expected until the implementation of the product.
The researcher suggests the instructor to use the book because the
book can assist the students in gaining the knowledge. This book can be
used for expert food and beverage service learner but it also can be used by
people who want to learn food and beverage services. This book consists of
some topics that can be used as a resource ofgaining the knowledge.
The researcher suggests the students to use the book because it could
help them to obtain the information needed. The book provided some
additional information that can give the students the new knowledge related
to the food and beverage service.
88
5.2 Suggestion
Based on the result of the data, the researcher would like to give
suggestion dealing with the students, the Teacher and next researchers.
1. For students
For the students, the researcher suggest to use this book for
learning food and beverage service and do more practice speaking to
improve 4 skill English and memorize vocabulary so that they can utterance
what they want to speak about. The students should be confidents with
themselves. Especially when speaking English and do more practice in
speaking English to improve speaking skill more better. and then the
students can practice doing speaking English through youtube video, or do
conversation with Native speaker
2. For teacher
The teacher should give the students more to practice
speaking and experiences to speak English all the time in speaking
class, because the main thing that must be passed to become a
waiter, can speak English
3. For the future researcher
For the future resarcher, researcher hope the next researcher
can find solution for improving and developing food and beverage
material.
89
REFERENCES
Hutchinson, T., & Waters, A. 1987. English for Specific Purposes A Learner-
Centered Approach. Cambridge Cambridge University Press
Nunan. 1988. Syllabus Design. Oxford: Oxford University Press
Tomlinson, Brian. 2011. Materials Development in Language Teaching. Cambridge:

Cambridge University Press
Creswell, John W. 2002. Educational Research. New York : Person Educational
R.A. David, Litz. 2005. Textbook Evaluation and ELT Management: a South Korean
Case Study. Asian EFL Journal
Creswell, J., & Guetterman, T. (2012). Educational Research: Planning,

Conducting, and Evaluating Quantitative and Qualitative Research, 6th
Edition.
Nunan, D. 1991. Language Teaching Methodology: A textbook for teachers. United

Kingdom: Prentice Hall International (UK) Ltd.
Sugiyono, P.D (2015). Metode Penelitian Kuantitatif, Kualitatif, dan R&D.
Dudley-Evans, T., & St John, M. 1998. Developments in ESP A Multi-Disciplinary

Approach. Cambridge Cambridge University Press
Hui Lin, C., Chih Wu, W., & Tsuo Huang, Y. (2013). English for Specific Purposes
( ESP ) for Hospitality College Students and Hotel Employees in Taiwan
Corresponding Author : Chia-Hui Lin English for Specific Purposes ( ESP ) for
Hospitality College Students and Hotel Employees in Taiwan. 1(8), 1–14
Litz, D. R. (2005). Textbook Evaluation and ELT Management: A South Korean

Case Study. Asian EFL Journal , 6 (4), 1-53
West, R. 1992. ESP-State of the art. Available at:

www.man.ac.uk/CELSE/esp/west.htm
Zahedpisheh, N., Bakar, Z. B., & Saffari, N. (2017). English for Tourism and
Hospitality Purposes (ETP). English Language Teaching , 10 (9), 86-94.
Richard, J.C.2001.Curriculum Development in Language Teaching. Cambridge,.

UK: Cambridge University Press.
90
Ariyanthi, K. E., Putra, I. N. A. J., & Suarcaya, P. (2020). English Learning
Materials for Restaurant Students at Apollonia Hotel School. Journal of
Education Research and Evaluation, 4(3), 252.
https://doi.org/10.23887/jere.v4i3.26107
Mahardika, A. A. Ngr. Y. M. (2018). ANALYSING TARGET

COMMUNICATIVE NEEDS FOR ENGLISH FOR FOOD AND
BEVERAGE SERVICE COURSE. Jurnal Bahasa Lingua Scientia, 10(2).
https://doi.org/10.21274/ls.2018.10.2.341-356
Praptono, G. S. (2020). Developing English Learning Materials For Food And

Beverage Service in Singaraja Hotel School. Journal of Education
Technology, 4(1), 7. https://doi.org/10.23887/jet.v4i1.23524
Utami, G. A. P. A., Putra, N. A. J., & Ramendra, D. P. (2020). Developing English

Material for Food and Beverage Service for XI Grade Students of SMK SMSR
Ubud. Indonesian Journal Of Educational Research and Review, 3(2), 46.
https://doi.org/10.23887/ijerr.v3i2.26507
91
APENDIXS
Apendix 1 : Research Sertificate
92
Appendix 2 : Interview Questions
How many years have you been teaching?
Answer: Thank you for your question, I have been teaching is about 3 years
from 2020
What grade or department do you currently teach and how many students?
Answer: now I have 4 classes, 1 class 18 students. And then I teach in ESP
for F&B.
What is your goal in teaching ESP for F&B at Kampus Bali International?
Answer: My goal is, I want student can applying their skills and speak
English fluently, I mean like the students know how to greet the guest
directly, know about F&B equipment, know how to say when they guest
paying the bill what would they say when they guest like closing, like
introduction so they know how to say the English properly when they serve
the guest. Yaahh that’s the point.
What are ESP materials that your students need in F&B Service?
Answer: The materials of ESP do you mean like the kind of unit, something
like that, so they have to know how to speak English in basic professional
level and then they have to know how to speak, how to use telephone,
communicate on the telephone, I mean an use English and then depends on
their department and also and then the materials that they need is provide
Glassware, provide room service, and sequence of service.
What are activities that you want to conduct in your ESP lesson to help your
students learn more effectively?
Answer: role play, watch the video “how to become a good waiter”, and
93
discussion
What is the main weakness in taking guest order that found from waitress or
waiter in the restaurant?
Answer: The weaknesses from the student who learn ESP, they cannot
speak English like properly I mean maybe the basic is still, they don’t have
basic at all, so they have difficult to speaking English properly I think that is
hard to make them understand the basic first and then because when we
learn about the basic. When we expect the basic they can speak properly,
they don’t know about the basic yet. the hard thing is I have to teach the
basic first I mean the like vocabulary or something like that because they
lack of vocabulary
Do you have any solution to solve the problem?
Answer: the solution, one of the solution is for example when I teach F&B
Service, I play role play in the class, so they can memorize when they
impersonate being a waiter and guest, so that the solution, role play is best
solution for the weakness
What are the standard or qualifications for professional waitress or waiter?
Answer: The standard is they have to speak English fluently.
What are your suggestions for student who learn Food and Beverage
Service?
Answer: my suggestion for student I think they have to watch more the
video. They have to learn through video. Yes off course like I said before
that they have to do role play always when they take ESP class and also
practice in real situation When we learn about sequence of service they have
94
to practice do the role play there and also at home they have watch more
video about that, they have to practice in real situations .
Can you describe what kind of English for Food and Beverage Service
material do you and your students need?
Answer: So the first one is like I said before is speak English in basic professional
level, and then after that how to communicate using English, The material easily to
understanding, material is well sequenced, the use of images each thing in the F&B
Service, and Conversation between guest and customer
95
Appendix 3 : Transcript Student Questionnaire
No Question SA A N D SD
1 Are you interested in having a book about
food and beverage (FnB) that includes
various recipes?
2 Do you want an FnB book that focuses on
regional or specific country cuisine?
3 Do you want an FnB book that includes
cooking or drink-making tips and tricks?
following statement: "An FnB book
should have picture descriptions."
following statement: "English learning
should involve more practice than
theory."
should have a neat and clean
appearance.”
following statement: "Is it more suitable
96
for an FnB book to use the Indonesian
language."
following statement: "Food and beverage
service learning should focus not only on
practice but also on the English
language."
following statement: "An FnB service
book should also include exercises."
should be fluent in English."
97
Appendix 4 : Transcriprt Teacher Questionnaire
1. Does this English book for F&B Service include an explanation of language
skills in listening?
skills in speaking?
skills in reading?
skills in writing?
5. Is intermediate-level English proficiency required for students in their future
workplace?
6. Can this English book for F&B Service help students communicate in the
workplace?
7. Can this English book for F&B Service help students in welcoming guests?
8. Can this English book for F&B Service help students in escorting and
seating guests?
9. Can this English book for F&B Service help students in taking beverage
orders?
10. Can this English book for F&B Service help students in explaining the
restaurant menu?
11. Can this English book for F&B Service help students in giving advice or
recommendations about food and beverages or making sales?
12. Do students use English to speak with guests, colleagues, native or non-
native speakers?
98
13. Can this English book for F&B Service help students in communicating
with restaurant guests?
14. Can this English book for F&B Service help students in introducing wine?
15. Can this English book for F&B Service explain workplace cleanliness
procedures?
16. Can this English book for F&B Service explain workplace cleanliness and
equipment maintenance?
17. Can this English book for F&B Service explain local knowledge?
18. Can this English book for F&B Service explain the connection between the
kitchen area and the service area?
19. Can this English book for F&B Service explain gueridon service?
20. Can this English book for F&B Service explain silver service?
21. Can this English book for F&B Service explain food and beverage service?
22. Can this English book for F&B Service explain room service?
23. Do students have to use English to communicate in the restaurant?
24. Do students use English to serve guests in the restaurant?
25. Do students use English not only to serve guests in the restaurant but in
other situations as well?
99
Appendix 5 : Expert Validation (Practical)
100
101
102
103
Appendix 6 : Teacher Validation (English Teacher)
104
105

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DEVELOPING INSTRUCTIONAL MATERIAL OF ENGLISH FOR FOOD

AND BEVERAGE SERVICE IN BALI INTERNATIONAL HOTEL AND

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

JURUSAN PENDIDIKAN BAHASA DAN SENI

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

AGAMA HINDU SINGARAJA

AND BEVERAGE SERVICE IN BALI INTERNATIONAL HOTEL AND

CRUISE SHIP ACADEMY IN THE ACADEMIC YEAR 2022/2023

Sekolah Tinggi Keguruan dan Ilmu Pendidikan Agama Hindu Singaraja

untuk Memenuhi Salah Satu Persyaratan Mendapatkan Gelar Sarjana (S1)

Program Studi Pendidikan Bahasa Inggris

KOMANG KENNY WILLIEM SUKAMAJI

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

AGAMA HINDU SINGAJARA

Singaraja, 17 Mei 2023

NIDN: 0824108801 NIDN: 0809108901

TIM PENGUJI SARJANA (S1) PROGRAM STUDI PENDIDIKAN BAHASA

Tim Penguji: Tanda Tangan

Luh Mila Trisna Dewi, S.Pd., M.Pd ................................

I Gede Yoga Permana, S.Pd., M.Pd ................................

Ni Wayan Monik Rismadewi, S.Pd., M.Pd ................................

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

STKIP AGAMA HINDU SINGARAJA

Ketua Ujian Sekretaris Ujian

Ketua STKIP Agama Hindu Singaraja

Dra. Ni Nyoman Suastini, M.Ag.

Saya yang bertanda tangan di bawah ini

Nama : KOMANG KENNY WILLIEM SUKAMAJI

Jurusan/Program Studi : Pendidikan Bahasa dan Seni / Pendidikan Bahasa Inggris

menyatakan bahwa skripsi saya berjudul, “DEVELOPING INSTRUCTIONAL

saya bersedia menerima sanksi atas perbuatan saya.

Singaraja, 17 Mei 2023

` Komang Kenny Williem S.

“Don't rely on others, only yourself can save you.”

I dedicate this thesis to :

Komang Kenny Williem Sukamaji

Keyword: ADDIE, material development, RnD, Need Analysis, Food and

EXPERIENCES OF ONLINE ASSESSMENT IMPLEMENTATION IN

TEACHING ENGLISH LEARNING AT SMK TI BALI GLOBAL SINGARAJA

IN ACADEMIC YEAR 2022/2023 on time.

of this thesis, especially to:

1. Dra. Ni Nyoman Suastini, M.Ag., as the head of STKIP Agama Hindu

Study Program, STKIP Agama Hindu Singaraja;

guidance, advice, and motivation given;

the guidance, advice, and motivation given;

researcher to do the research;

Program who have given their knowledge to the author;

always been poured out all this time.

perfect, so any input for improvement in the future be accepted.

Singaraja, May 15th , 2023

Komang Kenny Williem Sukamaji

LEMBAR PENGESAHAN .................................................................................... v

PERNYATAAN KEASLIAN TULISAN.............................................................. vi

1.1 Research Background ........................................................................... 1

1.2 Research Problems ............................................................................... 3

1.3 Research Question ................................................................................ 3

1.4 Research Objectives ............................................................................. 4

1.5 Research Significances ............................................................................ 4

1.6 Scope of Research.................................................................................... 5