Coursebook Development for Higher Vocational Education in

Purpose to English Test Preparation

Arta Uly Siahaan

, Yosi Handayani

and Condra Antoni

Informatics Engineering Department, Politeknik Negeri Batam, Ahmad Yani Street, Batam, Indonesia

Business Management Department, Politeknik Negeri Batam, Ahmad Yani Street, Batam, Indonesia

Keywords: Coursebook Development, ADDIE Model, Vocational Higher Education, English Test Preparation.

Abstract: The purpose of this research intends to develop a course book for English test preparation in purpose to

vocational higher education. This idea came up based on the need analysis in internal environment of State

Polytechnic of Batam. The researcher found the urgency of English certificate as diploma supplement which

is determined by Indonesian government for all university level. Most of the students still cannot meet very

well the standard of graduation from vocational higher education, about 49,23 % of students are still included

into intermediate level and the rest are elementary and novice level. It means that the students need to improve

their preparation before taking the test to accomplished better score. The absence of course book as the

material for students makes this research happened. The method used in this research is ADDIE model which

is starting from analysis, design, development, implementation and evaluation. This course book has been

tried out internally and based on that, it was found that this course book was accepted well by all of the

students.

1 INTRODUCTION

In this global era, all graduates should be able to

compete both with other graduates and the students

from campus itself. This competition only can be

followed by those who have best knowledge,

competency, and soft skill. Besides having best

performance for hard skills which is related to their

field, there is an important skill to be accomplished

also by the graduate to complete their skills namely

English communication skill. Mastering English

become a very important thing since this is one of

international language which is used by all nations

globally. To equip the students for this competency,

all college for all departments design English as a

general course without exception. Recently, the

government suggested all of vocational higher

education graduates to have supplementary diploma.

One of them is English certification. State

polytechnic of Batam as the only one state

Polytechnic in Batam implements this government

regulation recently. All of the students who graduates

from this campus must take English proficiency test

namely Test of English for International

Communication (TOEIC). There are two courses

designed to help the students for English preparation,

the two courses are English I and English II. Before

these two courses are composed, mapping test was

conducted to investigate students’ initial scores and it

was found that the students’ scores are still low. The

most important purpose of English language

evaluation is to monitor and improve students’

competency (Graddol, 2007). It is important to

provide the strategy to make the average score higher.

This mapping test was conducted in 2015, there were

522 students form 8 study programs. It was found that

for general professional (score 905-990) was 0% (0

students), level advance working (785-900) was 0,96

% (5 students), level basic working (605-780) was

17,62% (92 students), was level intermediate (405-

600) was 49,23 % (257 students), elementary (255-

400) was 28,35 % (148 students) and for level novice

(10-250) is 3,83% (20 students). So, based on this

data, it was found that most of the students included

to intermediate level. Many students need assistance

to improve English proficiency score. Beside of that

Siahaan (2020) published her study that conducted a

survey with the users of internships of Politeknik

Negeri Batam in the industry. It was found that about

78% agreed that the ability to speak actively in

English was the demand of the industry. Some users

asked to attach a certificate of English proficiency but

Siahaan, A., Handayani, Y. and Antoni, C.

Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation.

DOI: 10.5220/0010356303450353

In Proceedings of the 2nd International Conference on Applied Economics and Social Science (ICAESS 2020) - Shaping a Better Future Through Sustainable Technology, pages 345-353

ISBN: 978-989-758-517-3

345

in the interview session, the interviewer conducted

the session in English to ascertain which one the most

capable worker to fulfil the positions is offered by the

company.

At the previous research, the needs of studying

English were analyzed for informatics department,

the result is integrated with all language competency,

creating indicator, evaluation and duration needs to

achieve standard competency (Tomlinson, 2006).

Richards and Rodgers (2002) declared that the main

purpose of materials

is to present and practice content, ease interaction

between students, and promote learner autonomy to

strengthen the idea of developing this course book,

the researcher composed questionnaire with two basic

questions namely how important to master English/

why do learn English and what are the obstacles to

learn English.? Following sentences mostly exploded

by the students.

Q1. How important to master English/ why do learn

English?

- It is very important since English is a tool for

global communication.

- English is an international language,

- Most of the companies search for employees who

can speak in English.

- The demand is high, Batam is near to two big

countries, Malaysia, and Singapore. Mastering

English is very important.

- Technology force all of people to understand this

language.

Q2. What are the obstacles to master English?

- Need more environment to practice it. No friends

to talk or practice English.

- Pattern and grammar are difficult to learn.

- Found so many difficult words that makes

sentence hard to understand.

- In Indonesia, English is not a common language

to use for communication (it is a foreign

language)

- Not really confident to use this language in

communication environment (Lack of self-

confident)

Those 10 responds where the researcher try to put

5 responds for question 1 and 5 responds for question

2. Those are highly frequency responds from the

students. By evaluating the students through giving

English test proficiency, college expected the

students’ competency can be measure and seen

clearly. Then based on the result of the analysis, it

could be thought deeper what the best strategy for

them could be to encourage the students to achieve

the better English communication skills. Based on

this data, it is clear that supplementary material is

very important to develop as the device for the

students or lecturer to support English teaching and

learning process. It can be used individually, in pairs

or even for group discussion.

2 METHOD

Based on the problem revealed at the previous

section, the researcher decided to solve the problem

by conducting a research and development. Course

book is important to compose for the sake of interest

teaching and learning process which comes from

results of research or a deep analysis and thinking

about study of certain fields and then formulate as

course material (Sugiarto, 2011). In addition,

Richards (2007) suggested that materials provide the

main input for the students and the type of the

language practice that happened in the classroom.

The development of this course book followed 5

important steps to achieve the goal of this research.

This research adopted ADDIE Model based on

McGriff (2000) which begins with analysis, design,

develop, implementation and evaluation. ADDIE

model is presented at Picture 1.

Picture 1: The developing of ADDIE model.

(Source: Survey of Intructional Development Models, 2002)

2.1 Analysis

First thing first, there was a needs assessment,

problem identification and task analysis. Analysis

stage is an identification process of students’ needs

and task to be fulfilled. In this section, the output is

characteristics, students’ profile, gap identification,

needs identification and specific task analysis based

on the needs.

Revision

ICAESS 2020 - The International Conference on Applied Economics and Social Science

346

2.2 Design

In this stage, the researcher formulates SMAR

learning objective namely specific, measurable,

applicable, and realistic. After that, composing test is

conducted based on what have formulated previously.

Appropriate strategy to achieve the objective was

designed to accomplish the objective. The other thing

to consider is other relevant source, suitable learning

environment, etc. Specific and clear blueprint is

composed in this stage as the part of problem analysis

to be problem solving alternative.

2.3 Development

In this section, blueprint is developed to be the

activity for making course book. Selecting,

determining method, media and learning strategy to

deliver course or substantial program. There are two

things to be accomplished in this section namely

production and revision of course book to achieve the

learning objective as well as to choose media or best

combination to be used for achieving learning

objective.

2.4 Implementation

Developed course book in this section is going to

implement in a real situation of classroom. Learning

strategy and model of learning is also adjusted with

the current situation.

2.5 Evaluation

Evaluation stage means there is an action for

evaluating the course book. This evaluation will be

conducted through checking the effect of teaching

and learning process critically, measuring the

achievement of the objective of developed product,

measuring what have been accomplished so far and

finding other information to make the students

successful to get the better result of learning process.

To measure this information, evaluation can be

conducted through formative and summative

evaluation. Formative evaluation was held at the end

of face-to-face class while summative evaluation was

held after the overall activity finished. Summative

evaluation measures the final competition at the end

of the course or objective of the course. After

finishing this action, product revision based on

evaluation or need is considered to get the best result

of the product.

3 RESULT AND ANALYSIS

After formulating the needs analysis, the blueprint is

composed as the part of developing this course book.

There are 4 levels for this development namely

blueprint for beginner, intermediate, basic working

and for public speaking. This section presents each

blueprint for all of the levels. Table 1 presents the

blueprint result for beginner and intermediate level.

Meanwhile, Table 2 shows the blueprint result for

basic working level and the last is Table 3 which

shows us the blueprint result for public speaking

level.

Table 1: Blueprint Result for Beginner and Intermediate

Level.

No TOPICS OBJECTIVES

Introduction to the

course.

English Test

Techniques and

Strategies.

The students are expected to be

able to:

- Understand kinds of English

test.

- Understand English test

techniques and strategies.

General Business

(Contract and

Negotiation.)

The students are expected to be

able to:

- Understand about

vocabularies and expressions

used for Salary, Promotion,

Application, Advertisement.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Present time.

General Business

(Marketing, Sales)

The students are expected to be

able to:

- Understand about

vocabularies and expressions

used for Marketing and Sales.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Past time.

General Business

(Business Planning,

Conference)

The students are expected to be

able to:

- Understand about

vocabularies and expressions

used for business planning

and conference.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Future Time.

Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation

347

Manufacturing

(The factory

management,

Production line,

quality control)

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for the factory

management, Production line,

quality control.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Present and Past

perfect

Finance and

Budgeting

(Banking,

Investment,

Taxation)

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for Banking, Investment,

Taxation

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Asking

questions.

Finance and

Budgeting

(Accounting and

Billing)

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for accounting and

billing.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to

accounting and billing.

- Understand the language

work about Connecting ideas

Corporate

Development

(Research and

development,

product

development)

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for Research and

development, product

development.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about the Passive.

Offices

(Meeting,

Committees,

Business Letter.)

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for Meeting,

Committees, Business Letter.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Count noun and

Noncount Noun

Offices

(Office Equipment

and furniture, the

company work

processes)

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for Office Equipment

and furniture, the company

work processes.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Adjective Clause

Personnel

(Recruitment,

Employee,

Retirement.)

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for Recruitment,

Employee and Retirement.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Modal.

Personnel

(Salary, Promotion,

Application,

Advertisement).

The students are expected to

be able to:

- Understand about

vocabularies and expressions

used for Salary, Promotion,

Application, Advertisement.

- Conduct the activities to

improve the skills for

listening, reading, speaking

and writing related to the

topic.

- Understand the language

work about Noun Clause.

Table 2: Blueprint Result for Basic Working.

No TOPICS OBJECTIVES

1 Pretest This session is intended to map

the initial students’ ability.

2 Introduction to the

course.

English Test

Techniques and

Strategies.

To give general

information about TOEIC test,

techniques, and Strategies.

3 General Business

CONTRACT AND

EMPLOYMENT

Warm-up

Vocabulary

Grammar: state and

active verbs

Reading: dealing

with difficult words

Speaking: Dreams,

ambition

The students understand

the knowledge about contract

and are able to have discussion

on the related topic

4 General Business

SALES AND COS

The students understand the

knowledge about sales and

ICAESS 2020 - The International Conference on Applied Economics and Social Science

348

Warm-up

Vocabulary

Grammar: used

to/would, past

perfect

Reading: prediction

Writing: making

notes

cost, and they are able to have

discussion on the related topic.

5 General Business

BUSINESS PLAN

Warm-up

Vocabulary

Grammar: present

perfect vs present

perfect continuous

Speaking:

discussions

(discussing

suggestions

The students understand the

knowledge about business plan

and are able to have discussion

on the related topic

6 Manufacturing

MANUFACTURE

Warm-up

Vocabulary:

compound

adjectives

Grammar: the

passive, to have/get

something done.

Reading: an

interview

Writing: a report

(informational

report)

The students understand the

knowledge about manufacture

and are able to have discussion

on the related topic.

7 Finance and

Budgeting

FINANCE AND

INVESTMENT

Warm-up

Vocabulary

Grammar: the

future, Modals for

speculations.

Speaking: an

information gap

(discussing a photo)

The students get knowledge

about finance and budgeting

and are able to have discussion

on the related topic

8 Finance and

Budgeting

FINANCE AND

ACCOUNTING

Warm-up

Vocabulary:

Grammar:

Conditional, third

conditional,

wish/should have

Reading: Using

linking and

reference words

Writing: Describing

a person

The students are able to

understand the knowledge

about finance and accounting

and are able to have discussion

on the related topic

9 Corporate

Development

INNOVATION AND

PRODUCT

DEVELOPMENT

Warm-up

Vocabulary

The students are able to

understand the knowledge

about innovation and product

development and are able to

have discussion on the related

topic

Grammar: reported

request and orders,

reported statement

Speaking: Dealing

with mistakes

(telling a story)

10 Offices

BUSINESS LETTER

Warm-up

Vocabulary

Grammar: reported

questions

Reading: text with

sentence gaps

Writing: formal

lette

The students are able to get the

knowledge about business letter

and are able to have discussion

on the related topic.

11 Offices

OFFICE

EQUIPMENT

Warm-up

Vocabulary

Grammar: verbs

followed by –ing

form or infinitives

Speaking:

identifying things

and activities

(pictures)

The students are able to

understand the knowledge

about office equipment and are

able to have discussion on the

related topic.

14 Post Test It is proposed to evaluate the

students’ ability after attending

the course.

Table 3: Blueprint Result for Public Speaking.

No TOPICS OBJECTIVES

1 Pretest This session is intended to map

the initial students’ ability.

2 Introduction to the

course.

Public Speaking.

the preparation of delivering the

variety of public speaking.

3 The Process of

Public Speaking

(why public speaking

is important, the

Students are expected to be able

to identify the components of

getting message across to others

Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation

349

process of public

speaking)

4 Ethic of Public

Speaking

(Ethic in public

speaking)

Students are expected to be able

to explain and implement the

ethics in public speaking

5 Speaking

Confidently

(Communication

apprehension,

reducing

communication

apprehension, coping

with unexpected)

Students can understand the kind

and nature of communication

apprehension.

Students are able to identify

factors that cause communication

apprehension.

Students can cope the

communication apprehension

6 Audience Analysis

(conducting audience

analysis, types of

audience analysis,

implementing the

analysis)

Students are able to adapt the

speech to audience’s needs.

Students are able to gather

audience information to delivery

speech.

Students are able to use audience

analysis to alter the speech while

speaking

7 Purpose of Speaking

and selecting a topic.

(General Purposes,

Selecting a topic,

Specific Purposes)

Students are able to understand

the primary constraint of topic

selection.

Students can demonstrate an

understanding of how a topic is

narrowed down to specific

purpose.

Students can write the purpose of

speaking when selecting a topic

8 Supporting ideas

and building

arguments

(Exploring Types of

support, using support

and creating

arguments)

Students are able to support the

ideas and build the argument by

providing corroborating

evidence.

Students are able to build

argument by using support for

speech.

9 Introduction

(The Importance of

Introduction, the

attention-getter,

putting it together,

analyzing an

introduction)

Students can make the effective

introduction.

Students are able to gather

attention of the audience.

Students are able to make the

steps to complete introduction

and perform it.

10 Creating the body of

a speech

(Determining the

main ideas, using

common organization

patterns, keeping your

moving, analyzing

speech body)

Students are able to determine

the main ideas.

Students are able to understand

the common speech

organizational pattern.

Students are able to use transition

in speech

11 Concluding

(The importance of

conclusion, steps of

conclusion, analyzing

of conclusion)

Students are able to know and

perform the steps of conclusion

12 Outlining

(Type of Outlines,

using outlines for

success)

Students can understand the

importance of outlining in public

speaking.

Students are able to know the

kind of outlining.

Students can practice outlining to

help for success public speaking

13 Delivering the

speech

Students know and the method of

speech delivery.

(Four methods of

delivery, speaking

context that affect

delivery, using notes

effectively, practicing

for successful speech)

Students are able to use notes in

delivering the speech.

Students are able to understand

how to practice effectively for

good speech delivery.

14 Post Test It is proposed to evaluate the

students’ ability after attending

the course.

For three levels namely elementary, intermediate,

and basic working, they have the same topic to talk

for each meeting. What makes them different is

related to language work, vocabulary or learning

strategies. Topic based was chosen for this blueprint

since the students prepares for the TOEIC test. For

public speaking level, those are the students who has

the highest point of TOEIC mapping test. For this

level, the students discuss about the process of public

speaking, ethic of public speaking, speaking

confidently, audience analysis, purpose of speaking

and selecting a topic, supporting ideas, and building

arguments, introduction, body of speech, conclusion,

outlining and delivering speech. It tends to totally

different but actually, it is separated to make the

lecturer and student more focus for teaching and

learning process.

For the result of development, each of person in

charge compose the course book based on developed

blueprint. In composing this product, they tried refers

to many sources to strengthen the content of this

product. After that, the researcher implemented this

book in the process of teaching and learning purposes.

It was implemented for student at State Polytechnic

of Batam. In implementation section, this course book

is only used for the internal circulation especially for

trying out the product. There are about 32 students

from each department means that 8 students as the

representative of each department. Two parts of

questionnaire are given include English usage and

general respond to the product of course book. Some

indicators ask related to consistency of scientific

writing, form and editing pattern, usage format for

composing course book, attractiveness, classification,

style, and font as well as the content of course book.

The following items represent in detail the content of

questionnaire that was administered to the students.

1. Consistency

- This course book used consistent terms.

- This course book implemented consistent

fonts.

- Using consistent layout

2. Formatting

- Pages format is readable clearly.

ICAESS 2020 - The International Conference on Applied Economics and Social Science

350

- Pages column is proportional in compare to

the used paper size.

- Column width makes the reader easy to read

the course book.

- Lay outing and typing are easy to follow by

the readers.

3. Attractiveness

- Front cover is interesting.

- Font and title are attractive.

- Pages’ color, picture and illustration are

interesting.

- Paper’s color and fonts are interesting.

- Typing for layout pattern is interesting.

4. Classification

- Material classification systematically

- Exercises are composed systematically.

5. Letter form and font size

- Letter form and font size is readable.

- Font size used is proportional.

6. Content

- There is clear formulation of competency.

- Load of knowledge that suitable with unit

competency.

- The material is in accordance with sequence

of competencies.

- The material is suitable with the students’

level ability.

- It is possible for the students to learn by

themselves.

- Exercises and task are easy to understand.

- The students can do the test dependently.

- Load comfortable knowledge and skill.

- The language is easy to understand.

Table 4 shows the result of course book try out for

small group of students. Most of the indicators shows

that the course book was accepted well by all of the

students. The criteria for multimedia development

namely <21% (very bad=VB), 21%-40% (bad=B),

41%-60% (good enough=GE), 61%-80% (good=G),

81%-100% (very good (VG) [6]. Based on the try out

given to small group of the students, about 25

indicators given, most of them included into good and

very good category

Table 4. Results of questionnaire.

NO INDICATORS

LEVEL

CATEGO

(%)

Consistency

1 This course

book used

consistent

terms.

78 81 75 75 G, VG,

G, G

2 This course

book

implemented

consistent

fonts.

78 85 78 94 G, VG,

G, VG

3 Using

consistent

layout

68 75 69 72 G, G, G,

Formatting

4 Pages format

is readable

clearly.

78 78 78 78

G, G, G,

5 Pages column

proportional

in compare to

the used

paper size.

71 81 78 10

G, VG,

G, VG

6 Column

width makes

the reader

easy to read

the course

book.

78 84 78 78 G, VG,

G, G

7 Lay outing

and typing

are easy to

follow by the

readers.

75 75 75 84 G, G, G,

Attractivene

8 Front cover is

interesting

65 78 75 81 G, G, G,

9 Font and title

are attractive

71 75 66 66 G, G, G,

Pages’ color,

picture and

illustration

are

interesting.

75 84 84 47 G, VG

VG, GE

Paper’s color

and fonts are

interesting.

100

81 81 G, VG

VG, VG

Typing for

layout pattern

is interesting

75 69 81 94 G, G

VG, VG

Classificatio

Material

classification

systematicall

97 84 78 78 VG, VG

G, G

14 Exercises are

composed

systematicall

81 88 97 94 VG,

VG,

VG, VG

Letter form

and Font size

Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation

351

Letter form

and font size

is readable

90 84 88 88 VG,

VG,

VG, VG

Font size

used is

proportional

81 84 81 94 VG,

VG,

VG, VG

Content

There is clear

formulation

competency

84 82 75 84 VG, VG

G, VG

Load of

knowledge

that suitable

with unit

competency.

78 91 94 84 G, VG

VG, VG

The material

is in

accordance

with

sequence of

competencies

94 91 78 94 VG, VG

G, VG

The material

is suitable

with the

students’

level ability.

97 69 97 93 VG, G,

VG, VG

It is possible

for the

students to

learn by

themselves.

86 75 88 97 VG, G,

VG, VG

22 Exercises and

task are easy

understand.

78 72 75 G, G, G,

23 The students

can do the test

dependently.

78 78 75 78 G, G, G,

24 Load

comfortable

knowledge

and skill

84 78 75 94 VG, G,

G, VG

25 There is clear

formulation

competency

88 72 75 84 VG, G,

G, VG

4 CONCLUSIONS

Developing a course book is indeed a challenging and

daunting project. This research in line with Zohrabi

(2011). A lot of time, energy, effort, and experience

are required to accomplish the purpose. Future

investigation and deeper analysis are very important

to conduct for making this research more valuable

and fruitful for those who want to prepare themselves

for English preparation especially the higher

vocational students. By conducting the development

and evaluation, it is concluded that this course book

is developed by using ADDIE method which start

from analysis, design, development, implementation,

and evaluation. Initial need analysis become the first

step to investigate the problems and needs of the

students. Based on analysis, it is found also that this

course book is well accepted by the students. The try

out was conducted and mostly the category of 25

indicators mostly shows good and very good. As in

Tomlinson (2006), there is no perfect course book,

each course book is used in every different situation,

background of students and they have different

objectives, needs, level of proficiency, intention,

prior knowledge, and cultural background. A course

book could not satisfy all the different tastes students,

lecturer, or stakeholder.

ACKNOWLEDGEMENTS

To God be the glory for this research finally

accomplished and published through this paper. The

researchers would like to send the gratitude for the

management of Politeknik Negeri Batam for giving

us chance and fund this research. Also thank to

research center and community service department

for organizing this agenda. To all friends and

colleagues who involved into this research, hopefully

the future research and publishing still keep

collaborating with you all.

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