English Communicative Syllabus for Pre-service Flight Attendants

DEVELOPING COMMUNICATIVE
ENGLISH SYLLABUS
FOR PRE-SERVICE FLIGHT ATTENDANT
TRAINING
THESIS
BY
Yudi Setyaningsih
NIM. 106 653 551 501
ADVISORS:
Dr. ArwijatiWahyudi,Dip. TESL., M.Pd.
Dr. Suharmanto, M.Pd.
STATE UNIVERSITY OF MALANG
GRADUATE PROGRAM IN ENGLISH LANGUAGE TEACHING
MARCH 2009

ENGLISH SYLLABUS
FOR PRE-SERVICE FLIGHT ATTENDANT
TRAINING
THESIS
Presented to
State University of Malang
in partial fulfillment of the requirements
for the degree of Magister in English Language Teaching
BY
Yudi Setyaningsih
NIM. 106 653 551 501
STATE UNIVERSITY OF MALANG
GRADUATE PROGRAM IN ENGLISH LANGUAGE TEACHING
MARCH 2009

This is to certify that the Magister’s thesis of Yudi Setyaningsih has been
approved by the Board of Examiners as the requirement for the degree of
Magister
in English Language Education
Malang, 20 March, 2009
Board of Examiners
Dr. Arwijati Wahyudi, Dip.TESL, M.Pd…………………………………….,
Chair
Dr. Suharmanto, M.Pd……..………………………………………………...,
Member
Dr. Sri Rachmajanti, Dip.TESL,M.Pd……………………………………….,
Member
Dr. H. Imron Arifin, M.Pd.…………………………………………………..,
Member
Acknowledged by
Director of Graduate Program
Dr. Marthen Pali, M.Psi
iii

NIP 130522257
ABSTRACT
Setyaningsih, Yudi. 2009. Developing Communicative English Syllabus for Pre-
service Flight Attendant Training. Thesis, Graduate Program in English
Language Education, State University of Malang. Advisors: (I) Dr.
Arwijati Wahyudi, Dip. TESL., M.Pd. (II) Dr. Suharmanto, M.Pd.
Keywords: syllabus, ESP, flight attendants
This study is intended to develop a set of communicative syllabus for pre-
service flight attendants having their training before going to apply for jobs at
airlines. As communicating with passengers are very important, the developed
syllabus is based on communicative competence as the medium of instruction.
The developmental research is implemented when conducting this study and
Yalden’s theory on Language Program Development is used and modified
through its eight steps: 1) doing the needs survey, 2) describing the purpose, 3)
selecting the syllabus type, 4) writing the proto syllabus, 5) writing the
pedagogical syllabus, 6) try-out the syllabus, 7) evaluating/revising the syllabus,
and 8) the final product.
The needs survey places the very important aspect in this developmental
research and therefore, it is done to find out the real interests and needs of some
people involved in the activities. The needs survey is implemented to pre-service
flight attendants and ESP teachers in the training centers, flight attendants who are
still actively working, and foreign passengers who have ever flown with
Indonesian airlines. Some interviews were also conducted to them as to get clearer
information on what those respondents expect to have dealing with good
communication of flight attendants using English. Some other factual data on
English materials and its teaching and learning activities were obtained in the
training centers.
The syllabus contains a set of topics related to actual working condition in-
flight. They are: 1) Boarding and seating, 2) Before Take-off, 3) Meals and Drinks
Service, 4) socializing/personal service/extra care, 5) Sales On-board, 6) Giving
Information and before Landing, 7) After Landing and Parting, 8) Flight Safety
Procedure, 9) Announcement, and 10) Language Reinforcement. All topics will
be presented in twelve meetings with ninety minutes of session for each meeting.
The syllabus, together with its matrix of the course and lessons plan, was then
tried out by an ESP teacher teaching at one of the training centers in Malang.
After the try-out, the syllabus was then evaluated by syllabus experts and revised
until becomes the final product.
The proposed syllabus will be very useful for ESP teachers teaching at
flight attendant training centers as it is completed with lesson plans that elaborate
the syllabus into teaching and learning activities and also its suggested materials
being used found especially in the Internet. ESP teachers as well as pre-service
flight attendants will find it useful as it is developed by using the results shown in
the need survey which accommodate the real interests of people involved in
airlines. This syllabus is also reflecting the actual working condition so that the
iv

pre-service flight attendants will able to communicate well using correct English
that becomes the important aspect in their jobs.
A suggestion is made to flight attendant training centers that the use of
communicative syllabus developed with the basis of needs survey is urgent as the
needs survey accommodates the real needs and interest of people involved in
airlines industry. If the proposed syllabus is used then it is hoped that the
outcomes will be skillful flight attendants who can serve the passengers well and
they can also communicate with the passengers using correct English.
v

ACKNOWLEDGMENTS
I would like to acknowledge the valuable guidance from my advisors,Dr.
ArwijatiWahyudi,Dip. TESL., M.Pd., and Dr. Suharmanto, M.Pd., who has spent
generous time directing and polishing my thesis, and whose academic insight,
critical acumen and constant encouragement carried me through the travail of
writing this paper. Without the benefit of his superior knowledge, detailed advice
and meticulous scholarship, I would not have had the courage to tackle and
complete such a formidable and challenging topic asDeveloping Communicative
English Syllabus for Pre-service Flight Attendant Training.
There are also a number of other people to whom I owe a great deal for the
completion of this dissertation: I am deeply indebted to Prof. E. Sadtono,
Ph.D.,2nd
Vice Rector of Ma Chung University Malang, and JaniarSinaga, S.Pd.,
an English teacher at SekarGegani Flight Attendant Training Center Malang who
helped me with the validation of my syllabus. My gratitude to them is beyond
words.
I am also grateful to DiyahHimawati, S.E., the director of SekarGegani,
the staff of BinaAviaPersada Flight Attendant Training Center Malang, and the
staff of Adista Aviation Training Center Jogjakarta. I owe them a lot as my survey
were done in their training centers. Many thanks to those helpful people.
My appreciation also goes to my lecturers,staff, colleagues and classmates,
at The State University of Malang for transferringtheir knowledge, recommending
the topic and inspiring me to see the usefulness as well as enormous potentialities
of developing syllabus.
vi

Last but not least, I would like to make particular mention of my 9-year-
old son Nino, not because of the unceasing attention he demanded of me, but for
the invaluable time he considerately spared for me by lying in bed accompanying
me on sleepless night whenever I was preparing my thesis.
The Writer
vii

TABLE OF CONTENTS
Page
ENGLISH SYLLABUS
FOR PRE-SERVICE FLIGHT ATTENDANT TRAINING.........1
THESIS 1
BY
Yudi Setyaningsih..........................................................................1
NIM. 106 653 551 501............................................................................................1
ENGLISH SYLLABUS
FOR PRE-SERVICE FLIGHT ATTENDANT TRAINING.........2
THESIS 2
BY
Yudi Setyaningsih..........................................................................2
NIM. 106 653 551 501............................................................................................2
ABSTRACT iv
ABSTRACT iv
ACKNOWLEDGMENTS.....................................................................................vi
ACKNOWLEDGMENTS.....................................................................................vi
TABLE OF CONTENTS.....................................................................................viii
TABLE OF CONTENTS.....................................................................................viii
LIST OF TABLES.................................................................................................xi
LIST OF TABLES.................................................................................................xi
LIST OF FIGURES.............................................................................................xiii
LIST OF FIGURES.............................................................................................xiii
LIST OF APPENDICES......................................................................................xiv
LIST OF APPENDICES......................................................................................xiv
viii

CHAPTER I
INTRODUCTION..........................................................................1
I.1 Background of the Study..........................................................1
I.2 Statement of the Problem..........................................................4
I.3 Objective of the Study..............................................................4
I.4 Significance of the Study..........................................................5
I.5 Specification of the Product......................................................5
I.6 Definition of Key Terms...........................................................6
CHAPTER II
REVIEW OF RELATED LITERATURE.....................................8
II.1 Communication.......................................................................8
II.2 English for Specific Purposes..................................................9
II.3 Communicative Competence.................................................12
II.4 Syllabus.................................................................................14
II.5 The Role of Syllabus.............................................................19
II.6 The Communicative Syllabus................................................21
II.7 Communicative Activities and Materials..............................25
II.8 The Stages in Program Development....................................29
II.9 Evaluation..............................................................................31
CHAPTER III
METHODOLOGY.......................................................................32
III.1 Research Design...................................................................32
III.2 The Model of the Development...........................................34
III.3 The Procedure of the Development......................................35
III.4 The subject of the Study.......................................................45
CHAPTER IV
THE RESULT OF NEEDS SURVEY
AND THE STAGES OF SYLLABUS DEVELOPMENT..........47
IV.1 The Result of Needs Survey................................................47
IV.2 Result of the Development...................................................75
IV.3 Validation of the Developed Syllabus.................................78
IV.4 The Try-out of the Developed Syllabus...............................78
IV.5 Evaluation and Revision......................................................79
IV.6 The Writing of Communicative English for Flight
Attendants in the Training Center.......................................81
REFERENCES......................................................................................................85
REFERENCES......................................................................................................85
APPENDICES 87
APPENDICES 87
CURRICULUM VITAE.....................................................................................108
ix

CURRICULUM VITAE.....................................................................................108
x

LIST OF TABLES
Table Page
Table 2.1 Yalden’s Communicative Syllabus (cited from Richards and Rogers,
1986)............................................................................................25
Table 4.2 The Method of English Teaching...........................................................49
Table 4.3 Equipment or Teaching Media...............................................................50
Table 4.4 English Materials...................................................................................51
Table 4.5 Evaluation..............................................................................................52
Table 4.6 TheInstructional Objective of the English Course.................................53
Table 4.7 The Level of Students............................................................................54
Table 4.8 Teaching Materials.................................................................................54
Table 4.9 Language Skills......................................................................................55
Table 4.10 Types of Teaching Aids.......................................................................56
Table 4.11 Information on the Training Centers....................................................57
Table 4.12 English Skills.......................................................................................59
Table 4.13 The Flight Attendants’ Habits in Reading and Writing.......................60
Table 4.14 The Teaching Method..........................................................................62
Table 4.15 Equipment or Teaching Media.............................................................62
Table 4.16 English Materials.................................................................................63
Table 4.17 Evaluation............................................................................................64
Table 4.18 Aspects of English Language Skills.....................................................65
Table 4.19 Passenger’s Expectation.......................................................................66
Table 4.20 Aspect in Service.................................................................................66
Table 4.21 Tasks Related to Language Skills........................................................67
Table 4.22 Aspects of the Language Skills Causing a Misunderstanding.............68
Table 4.23 Aspects of Speaking a Flight Attendant...............................................69
xi

Table 4.24 The Importance of Service...................................................................70
Table 4.25 The Clarity of Announcement..............................................................70
Table 4.26 The Awful Experience.........................................................................71
Table 4.27 The Awful Experiences........................................................................71
xii

LIST OF FIGURES
Figure Page
Figure 3.1 Stages on Syllabus Development adopted from “The Communicative
Syllabus” (Yalden, 1987).............................................................38
xiii

LIST OF APPENDICES
Appendix Page
Appendix I (Communicative English Syllabus for Pre-service Flight Attendants)
......................................................................................................88
Appendix II (Matrix of the Course).......................................................................90
xiv

CHAPTER I
INTRODUCTION
This introduction presents and discusses the background of the study, the
statement of the problem, the objective of the study, the significance of the study,
the assumption, the scope, and the definition of the key terms.
I.1 Background of the Study
Airline industry has developed very rapidly in recent years. A lot of new
airlines have been launched and ready to accommodate passengers going to and
coming from Indonesia. The rapid development in airlines industry demands
skillful flight attendants who can communicate not only with passengers but also
airlines staff, and people from all over the world using correct English. The term
“skillful” here does not only refer to being skillful in performing their jobs but
also to be competent in language as a means of communication.
A skillful flight attendant is someone who can do his/her best when facing
and solving every problem that may occur in his/her field. A flight attendant will
face common problems with passengers in flight environment such as pre, during,
and post flight. Working in airlines also requires someone to be capable to
communicate with other English speaking members of the airlines staff and
people they meet whenever they are assigned to take international routes. Meeting
foreigners is something that is unavoidable, therefore, mastering English is a must
for all flight attendants if they want to survive in the airlines industry.
Communication problems may arise when the speakers are not able to
synchronize their idea. In addition, inability to understand others’ need and
misinterpret others’ questions may lead to a conflict. In this case, language is very
1

2
important as a means of communication which creates a harmonious working
atmosphere. In a service business such as an airline, people buy an experience
(Lovelock &Wright, 2002: 64). In this context, customer satisfaction as well as
customer information and feedback, become critical. The US airline industry
appears to be in trouble on these fronts. In a study by the Better Business Bureau,
data indicates that consumer complaints “more than doubled between 1995 and
1999.”(Lovelock & Wright, 2002: 65).
According to the American Customer Satisfaction Index (ACSI), compared
to four other industries (banks, stores, hotels, phone companies) between 1995
and 2000, airlines showed the “sharpest deterioration in customer satisfaction.”
(Lovelock &Wright, 2002:69). Research indicates that the majority of customers
are disappointed with the way companies handle their complaints and have even
more negative feelings about the organization in question after having gone
through the service recovery process (Tax and Brown, 1998).
According to Marshall, the Chairman of British Airways, (as quoted in Tax
and Brown, 1998), the best way to manage service challenges is by creating an
organization that excels in listening to its most valuable customers. Indeed,
language which can cover the communication problem is really needed. Speaking
the same language will minimize the problems. In line with this problem, there
should be a language which is understood by a lot of people in general and widely
spoken. Based on that requirement, it is English that can play the role of bridging
language as it is now become the world language.
English language has been playing an important role in the international
communication and has become the most widely spoken language in the world.

3
Indeed, it has become one of five official languages used in The United Nations
Organization. English has become the bridging language among nations
worldwide. Persons with different nationalities will automatically speak English
whenever they meet. English is a lingua franca which connects the
communication and relations among nations. English has played as a bridging
language which enables them to exchange their ideas.
Flight attendants, especially, those who work for international routes
usually meet passengers from all over the world. To handle their business, these
passengers have to speak an international language usually spoken worldwide,
English. This means, flight attendants must be competent in English so that they
can handle every possible situation which might happen during their flight-duty
and off-duty. Before flight attendants could come to the real working condition,
they have to learn how to speak English well during their time in the training
center. When they are trained in the training center, they have a precious moment
to practice and maximize their English. With the help of a good and competent
English teacher and also a communicative syllabus, the students will be trained
are being accustomed to the target language.
A teacher is the sharp point in teaching and learning activities. A teacher
guides the class where they should go, what they will do and how to do it.
However, that statement will not work on successfully without a good syllabus. A
syllabus will serve as a clear guideline for the teacher to make his/her teaching
plan. So, a precise syllabus helps the teacher to do the best to the students. Such
kind of syllabus is the one which provides more opportunities for the students to
practice the language in the form of role play, group discussion, and presentation.

4
Therefore, it is important to develop a communicative English syllabus which
emphasize on practical skills which can meet the demand of the working
condition in the airlines industry.
The available English syllabus used in the training centers for
(SekarGegani, Intersky Study, and BinaAviaPersada Flight attendant training
centers in Malang) where the researcher has been teaching for more than two
years only provides general English for their students and this does not meet the
needs of English spoken in the real working condition. Most of the English
teachers have only backgrounds in teaching English in general and do not
understand the situation happening in-flight. Therefore, developing a
communicative English syllabus is chosen as it becomes the heart of the teaching
activity. This study is intended to produce a communicative syllabus for pre-
service flight attendants training considering the real working situation.
I.2 Statement of the Problem
The problem of the study is “What is the appropriate English syllabus for
pre-service flight attendants?”
I.3 Objective of the Study
Since there has not been a syllabus for flight attendant students containing
communicative activities in flight attendant training centers yet where the
researcher are teaching so the objective of the study is to develop an appropriate
syllabus which is beneficial for the pre-service flight attendants of the training
centers. The syllabus is expected to help teachers to maximize their role and
results in competent flight attendants who can speak English well.

5
I.4 Significance of the Study
The developed syllabus is designed especially for the ESP teachers
teaching at flight attendant training centers and pre-service flight attendants who
are going to apply for jobs at airlines. The teacher of ESP in the flight attendant
training will use the syllabus as they find that until now, the specific syllabus
containing communicative activities has not been developed. Those teachers will
find it easier to bring the real world condition to the classroom and make students
are more accustomed to the in-flight situation.
The result of this study is a set of communicative English syllabus for pre-
service flight attendant in the training centers. The syllabus should cover all
expectations of real life working condition in such a limited time during the six-
month course period. It is hoped that the result of the study, despite its recognized
limitations, will give benefits for pre-service flight attendants of the training
centers as well as the ESP teachers who can transfer their knowledge of English
through practical activities contained in the syllabus.
I.5 Specification of the Product
Syllabus and its teaching materials based on the need analysis become
important aspects which influence the success of teaching and learning activities.
This developmental research is specifically intended to produce a model of
communicative syllabus. The product of this study will be the syllabus containing
(1) the objectives, (2) the materials: the topic and sub-topics, (3) the activities
involved, (4) the time allotment, and (5) the evaluation.
The syllabus is completed with ten sets of lesson plans that will
accommodate ESP teachers to implement the syllabus into teaching/learning

6
activities. The lesson plans are equipped with materials that are very useful in
teaching and students will be led to the real situation as the materials are using
realia (i.e. a ticket, a boarding pass, cups and saucers, a trolley for serving
passengers, etc.) and recordings in announcement.
I.6 Definition of Key Terms
In order to avoid ambiguity as well understanding of some terms used in
this study, the following parts will clarify some key terms, they are:
• Syllabus
Dubin and Ohlstain (1992) state that a syllabus is a document which
describes what the learners are expected to know at the end of the course, what is
to be taught or learned during the course, when it is to be taught, and how to
evaluate it. In this study, the syllabus being developed contains the general
objectives of the course, instructional objectives, teaching materials, teaching
learning activities, teaching media, evaluation system and time allocation.
• Communicative Syllabus
According to Yalden (1987:86), a communicative syllabus is a kind of
syllabus that incorporates a consideration of everything needed to assure
communication.
• Syllabus Development
It is a process of designing a good syllabus which can be used in flight
attendant training centers. The process will start from needs analysis, description
of purpose, selection of syllabus type, production of the proto-syllabus, teaching
materials, evaluation.

7
• Flight Attendant Training Center
It is a place where senior high-school graduates are taught subjects and
materials containing matters about in-flight service (hospitality, meals, and drinks
service), flight safety procedure, and English. The training usually lasts for six to
eight months including on-the-job training in airlines.
• English for pre-service flight attendant course
It is a term to name a set of lessons or studies learned by the students of
Flight Attendant Training Center who need to master the English language based
on the demand of the working field.
• Flight Attendant
Longman dictionary defines ‘A flight attendant’ as someone who serves
food and drinks to passengers on a plane, and looks after their comfort and safety.

8
CHAPTER II
REVIEW OF RELATED LITERATURE
As the theoretical becomes the basis of the study, chapter II deals with:
communication theory, English for Specific Purpose (ESP),communicative
competence, syllabus and its types,the role of syllabus, the communicative
syllabus, communicative activities and materials, the stages of program
development, the material evaluation.
II.1 Communication
Communication is unavoidable in human being’s life. People communicate
with others directly as well as indirectly. In communication, there is always
delivering and exchanging ideas to one another. The exchanges of ideas may give
us a lot of information; on the other hand, the ideas can be shared with others.
People communicate in most of their life and the ability of communicating is
innate.
A harmonious communication does not occur automatically. It demands a
good means of communication. Here, a language to bridge the communication is
needed. Language, as stated by Crystal in The Cambridge Encyclopedia of
Language is a system which mediates in highly complex way; between the
universe meaning and the universe of sound. There is usually a speaker and a
hearer to make communication exists. Language enables the speaker to transform
configuration of meaningful sound, and it enables the hearer to understand the
sound produced by the speaker and he/she can transform these sound into a
reasonable script. In other words, a thought in the speaker’s mind is encoded

9
through a language, which is then decoded by the hearer, so that the thought ends
up in his/her mind.
In addition, Crystal mentions that communication is a crucial factor in our
social life and it becomes the basic of our social life. It means that people cannot
live normally as full human being without communication. Communication is
intended for various reasons: get in touch with others to reach specific goal, and to
assist others achieve their goals. Other intentions are to negotiate and work toward
the accomplishment of a set of mutually constructed purposes. People can also
continually develop and manage their personal identities, relationship, and
multicultural relationship through communication.
II.2 English for Specific Purposes
English for specific purposes (ESP) is a way of teaching/ learning English
for specialized subjects with some specific vocational and educational purpose in
mind. There are different needs for different purposes (and learners) of English
language e.g. English for Economics, English for Business, English for
Secretaries, English for Technicians and others. Certainly a basic knowledge of
general English language competence will be required too and developed further.
English for vocational purposes is an application of ESP according to students’
language needs for work and to their different jobs at vocational school.
ESP must be seen as an approach to language learning (not as a product)
which is based on learners need and directed by specific and apparent reasons for
learning. There is a distinction between what a person does (performance =
language use) and what enables them to do it (competence = language learning)
(Bloor, 1984). This approach is learning and learner oriented (but not teacher

10
oriented) with a conception and preference of communicative competence. If we
consider the learning process we are able to find out a lot of syllabus’ goals as
well as students’ goals implicated in ESP.
II.2.1 ESP in Relation to Syllabus Goals
Learning English for specific purposes at flight attendant training centers
does not follow the general syllabus from the Ministry of Education defining what
is to be learnt. It is up to the training centers to conduct its local content subject
decided by the ESP teachers teaching at the training centers themselves. There are
some goals of the general syllabus and compare them to ESP goals. Especially
within the “Didactic principles” (Berner, 2005) it is found many sensible goals
according to ESP. These principles also can be seen as a guidance to the aspects
of the apprentices how learning could take place.
II.2.1.1. Some Didactic Principles
The main criteria for the selection of teaching subjects is the applicability
to the job and everyday life situation of the students with the special requirements
of the apprenticeship.
• It is recommendable to start from the students’ previous knowledge and field
of experiences.
• The chief importance in teaching these students is to transmit basic language
skills.
• The communicative skills should be developed by using the foreign language
as teaching language and with the use of language tapes, videos of shopping
talks, phone talks, or radio and TV-reports.

11
• The use of special authentic materials like service and repair instructions,
product information, business letters or technical journals improve the reading
comprehension and intensify the relationship to their job.
• To take pleasure in language learning communication should have priority to
linguistic terms.
Mentioned goals of the general syllabus - outlining general topics and
communicative tasks - do agree with the goals of English for specific purposes.
The general syllabus should be used as a basis for materials, for the initial
selection of texts, exercises and activities. The materials themselves the teacher
uses will produce a detailed language syllabus, were both the needs analyses of
the students and the learning process is to be considered
II.2.1.2. ESP in relation to the goals of an “ESP” teacher
The primarily goal in language learning activities is to get the students able
to communicate, to understand what others wish and to interact freely with others.
For those reasons classroom activities should be planned in a way that the
students do have a real natural purpose. It is better to present the language in a
context to a purpose other than the English language itself. “Language is best
taught when it is being used to transmit messages, not when it is explicitly taught
for conscious learning” ( Krashen, 1988). It is easier to describe the purposes a
teacher has than the goals, which are in accordance actually. He has to create the
presupposition for a good learning situation in an agreeable classroom atmosphere
by keeping in mind the basic principles of language learning and language
teaching.

12
The most effective language teaching will mean that the students are set
realistic tasks where they use the language for a specific purpose. That will be
achieved by using authentic materials mentioned later referring to the syllabus. An
authentic text is preferable to support the natural language approach as a part of
the teaching/learning process especially at training centers. “To use a target
situation text makes the exercise more realistic and increases the learners’
motivation by emphasizing the real world application of the language” (Lewis,
2000).
The most important role then for the teacher is that of a “catalyst, to help to
make things happen” and his purpose is to activate students and to encourage
them to communicate. Using authentic material should also reflect a teacher’s
relation to ESP and considered as an attempt to provide a stimulus to learning.
Interesting teaching material helps to organize and to keep on the
teaching/learning process.
II.3 Communicative Competence
Language teaching is based on the idea that the goal of language
acquisition is communicative competence: the ability to use the language correctly
and appropriately to accomplish communication goals (Savignon, 1983). The
desired outcome of the language learning process is the ability to communicate
competently, not the ability to use the language exactly as a native speaker does.
Communicative competence is made up of four sub competences:
linguistic, sociolinguistic, discourse, and strategic competence (Savignon, 1983):

13
• Linguistic competenceis knowing how to use the grammar, syntax, and
vocabulary of a language. Linguistic competence asks: What words do I use?
How do I put them into phrases and sentences?
• Sociolinguistic competenceis knowing how to use and respond to language
appropriately, given the setting, the topic, and the relationships among the
people communicating. Sociolinguistic competence asks: Which words and
phrases fit this setting and this topic? How can I express a specific attitude
(courtesy, authority, friendliness, respect) when I need to? How do I know
what attitude another person is expressing?
• Discourse competenceis knowing how to interpret the larger context and how
to construct longer stretches of language so that the parts make up a coherent
whole. Discourse competence asks: How are words, phrases and sentences put
together to create conversations, speeches, email messages, newspaper
articles?
• Strategic competenceis knowing how to recognize and repair communication
breakdowns, how to work around gaps in one’s knowledge of the language,
and how to learn more about the language and in the context. Strategic
competence asks: How do I know when I’ve misunderstood or when someone
has misunderstood me? What do I say then? How can I express my ideas if I
don’t know the name of something or the right verb form to use?
In the early stages of language learning, instructors and students may want
to keep in mind the goal of communicative efficiency: that learners should be able
to make themselves understood, using their current proficiency to the fullest. They
should try to avoid confusion in the message (due to faulty pronunciation,

14
grammar, or vocabulary); to avoid offending communication partners (due to
socially inappropriate style); and to use strategies for recognizing and managing
communication breakdowns.
II.4 Syllabus
A syllabus is an expression of opinion on the nature of language and
learning; it acts as a guide for both teacher and learner by providing some goals to
be attained. Hutchinson and Waters (1987:80) define syllabus as follows: at its
simplest level a syllabus can be described as a statement of what is to be learnt. It
reflects of language and linguistic performance.
This is a rather traditional interpretation of syllabus focusing as it does on
outcomes rather than process. However, a syllabus can also be seen as a
"summary of the content to which learners will be exposed" (Yalden.1987: 87). It
is seen as an approximation of what will be taught and that it cannot accurately
predict what will be learnt. Brown (1995) and Richards (1990) list the following
types of syllabuses. They are:
• Product-Oriented Syllabuses
Also known as the synthetic approach, these kinds of syllabuses emphasize
the product of language learning and are prone to intervention from an authority.
• The Structural Approach
Historically, the most prevalent of syllabus type is perhaps the grammatical
syllabus in which the selection and grading of the content is based on the
complexity and simplicity of grammatical items. The learner is expected to master
each structural step and add it to her grammar collection. As such the focus is on
the outcomes or the product.

15
One problem facing the syllabus designer pursuing a grammatical order to
sequencing input is that the ties connecting the structural items maybe rather
feeble. A more fundamental criticism is that the grammatical syllabus focuses on
only one aspect of language, namely grammar, whereas in truth there exists many
more aspects to language. Finally, recent corpus based research suggests there is a
divergence between the grammar of the spoken and of the written language;
raising implications for the grading of content in grammar based syllabuses.
• The Situational Approach
These limitations led to an alternative approach where the point of
departure became situational needs rather than grammatical units. Here, the
principal organizing characteristic is a list of situations which reflects the way
language and behavior are used every day outside the classroom. Thus, by linking
structural theory to situations the learner is able to induce the meaning from a
relevant context.
One advantage of the situational approach is that motivation will be
heightened since it is "learner- rather than subject-centered" (Wilkins.1976: 16).
However, a situational syllabus will be limited for students whose needs were not
encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to
describe notional and communicative categories which had a significant impact on
syllabus design.
• The Notional/Functional Approach
Wilkins' criticism of structural and situational approaches lies in the fact
that they answer only the 'how' or 'when' and 'where' of language (Brumfit and
Johnson. 1979:84). Instead, he enquires "what it is they communicate through

16
language" (Op.Cit.:18). Thus, the starting point for a syllabus is the
communicative purpose and conceptual meaning of language i.e. notions and
functions, as opposed to grammatical items and situational elements which remain
but are relegated to a subsidiary role.
In order to establish objectives, the needs of the learners will have to be
analyzed by the various types of communication in which the learner has to
confront. Consequently, needs analysis has an association with notional-functional
syllabuses. Although needs analysis implies a focus on the learner, critics of this
approach suggest that a new list has replaced the old one. Where once
structural/situational items were used a new list consisting of notions and
functions has become the main focus in a syllabus. White (1988:77) claims that
"language functions do not usually occur in isolation" and there are also
difficulties of selecting and grading function and form. Clearly, the task of
deciding whether a given function (i.e. persuading), is easier or more difficult than
another (i.e. approving), makes the task harder to approach.
The above approaches belong to the product-oriented category of
syllabuses. An alternative path to curriculum design would be to adopt process
oriented principles, which assume that language can be learnt experientially as
opposed to the step-by-step procedure of the synthetic approach.
• Process-Oriented Syllabuses
Process-Oriented Syllabuses, or the analytical approach, developed as a
result of a sense of failure in product-oriented courses to enhance communicative
language skills. It is a process rather than a product. That is, focus is not on what
the student will have accomplished on completion of the program, but on the

17
specification of learning tasks and activities that s/he will undertake during the
course.
• Procedural/Task-Based Approaches
Prabhu's (1979) 'Bangalore Project' is a classic example of a procedural
syllabus. Here, the question concerning 'what' becomes subordinate to the
question concerning 'how'. The focus shifts from the linguistic element to the
pedagogical, with an emphasis on learning or learner. Within such a framework
the selection, ordering and grading of content is no longer wholly significant for
the syllabus designer.
Arranging the program around tasks such as information- and opinion-gap
activities, it was hoped that the learner would perceive the language
subconsciously whilst consciously concentrating on solving the meaning behind
the tasks. There appears to be an indistinct boundary between this approach and
that of language teaching methodology, and evaluating the merits of the former
remain complicated.
A task-based approach assumes that speaking a language is a skill best
perfected through practice and interaction, and uses tasks and activities to
encourage learners to use the language communicatively in order to achieve a
purpose. Tasks must be relevant to the real world language needs of the student.
That is, the underlying learning theory of task based and communicative language
teaching seems to suggest that activities in which language is employed to
complete meaningful tasks, enhances learning.

18
• Learner-Led Syllabuses
The notion of basing an approach on how learners learn was proposed by
Breen and Candlin (1984). Here the emphasis lays with the learner, who it is
hoped will be involved in the implementation of the syllabus design as far as that
is practically possible. By being fully aware of the course they are studying it is
believed that their interest and motivation will increase, coupled with the positive
effect of nurturing the skills required to learn.
However, as suggested earlier, a predetermined syllabus provides support
and guidance for the teacher and should not be so easily dismissed. Critics have
suggested that a learner-led syllabus seems radical and utopian in that it will be
difficult to track as the direction of the syllabus will be largely the responsibility
of the learners. Moreover, without the mainstay of a course book, a lack of aims
may come about. This leads to the final syllabus design to be examined; the
proportional approach as propounded by Yalden (1987).
• The Proportional Approach
The proportional syllabus basically attempts to develop an "overall
competence" (Op.Cit.:97). It consists of a number of elements with theme playing
a linking role through the units. This theme is designated by the learners. It is
expected initially that form will be of central value, but later, the focus will veer
towards interactional components ; the syllabus is designed to be dynamic, not
static, with ample opportunity for feedback and flexibility (ibid:100).
The shift from form to interaction can occur at any time and is not limited
to a particular stratum of learner ability. As Yalden (ibid:87) observes, it is

19
important for a syllabus to indicate explicitly what will be taught, "not what will
be learned".
This practical approach with its focus on flexibility and spiral method of
language sequencing leading to the recycling of language seems relevant for
learners who lack exposure to the target language beyond the classroom. But how
can an EFL teacher pinpoint the salient features of the approaches discussed
above?
II.5 The Role of Syllabus
Some experts say that a syllabus is an instrument which can help the
learners to arrive at the objective effectively. A syllabus also becomes a clear
guideline for a teacher to make a lesson. It describes the progress of teaching and
learning activity. In addition, Hutchinson and Waters (1987) say that a syllabus
does not only show the teachers and students their learning destination but also
how they can reach their goal. Having a syllabus in fact, is something unavoidable
for teachers.
The communicative syllabus gives more systematic attention to the
communication needs of the learners (Richard, 1996 and Munby, 1978). This kind
of syllabus is usually focused on communication in restricted setting such as
English for Specific Purposes. In addition, a good syllabus should give
economical aspects in time and money. This means that the setting of instruction
has to be planned and the content of the syllabi are developed based on the
practical constraint of any given situation. The learners will learn more efficiently
if the learning track is in a good structure and if it is not, the learners will not be
able to reach their goal in the scheduled time.

20
Hutchinson and Waters (1987) state that there are eight reasons for the
importance of having a syllabus. They state that language is very complex which
cannot be learned by one go. Therefore, this complex entity must be divided into
several manageable units to give a practical basis for the division of assessment,
textbook and learning time. A syllabus gives moral support for the teacher and the
learner as it provides a set of criteria for material selections. It defines the kind of
text books that may be used, the evaluation and the basis of making a test. Having
a syllabus is one way in which standardization is achieved.
The syllabus being developed is an ESP syllabus which can be used for
pre-service flight attendants. This syllabus should cover the students’ need. In
order to produce such syllabus, several theories of syllabus by Richard (1996) will
be used as the basis of the content of the syllabus. Meanwhile, Yalden’s ideas
(1987) will be used as the basis of syllabus development. Richard (1996) proposes
a number of syllabus options that give emphasis on speaking skill. They are:
• Situational means that the syllabus will be organized around different
situations and the oral skills needed in the oral working situation.
• Topical means that the syllabus will be developed based on different topics
and talk in different situation.
• Functional means that the syllabus will be developed based on the language
function commonly used in the real working situation.
• Task-based means that the syllabus will be organized based on different tasks
and activities that the students will perform in English.

21
II.6 The Communicative Syllabus
The principles given by Canale and Swain (1980) are considered to be
useful in designing a communicative syllabus. The syllabus is meant to be based
on speech acts or communicative functions, rather than units of grammar or
activities with a grammatical focus. According to Stratton (1977), the syllabus
must contains unit such “Ask”, “Request”, “Demand”, rather than “Simple
Present Tense”, “Present Continuous Tense”, or “Relative Clause”. This kind of
syllabus may be referred to as functional, functional-notional, notional, semantic,
or communicative (Dobson, 1979). The term functional-notional syllabus is used
here.
First, we will discuss the history of functional-notional syllabus, which
leads directly to the concepts underlying the communicative syllabus. The history
begins with the story of the formation of the European Economic Community and
the European Common Market, which resulted in the increasing interdependence
of European countries. With this increased interdependence came the need of
greater efforts to teach adults the main languages of the European Common
market.
The history continues with the production of influential set of proposal for
a “unit/credit” system of language for adults (Trim, 1077;VanEk, 1975). The
system began in 1971 with an expert team which D. Wilkins worked together with
a group of people from a number of different countries. They were concerned with
the teaching of English. Their main thesis was that there should be a system that
assists in teaching adults who would soon be moving between countries as “guest
workers”, and who would need to be equipped with fairly defined areas of their

22
second language for occupational purposes. A preliminary document prepared by
Wilkins was concerned with functional or communicative definition of language.
It was used to incorporate these proposals, which served as a basis for developing
communicative syllabus.
Wilkins in his preliminary document, tried to illustrate the system of
meaning that underlies the communicative uses of language. The system of
meaning is divided into two categories: notional and functional. The term
“notion” refers to the meaning and concepts the learner needs in order to
communicate, for example, time, duration, location, and quantity, and the
language needed to express them. While “function” refers to the social purpose
the language used for, such as requesting, complaining, suggesting, and
promising. Wilkins revised and expanded this document into a book called
Notional Syllabus (Wilkins, 1976). This book had a great impact on the
development of Communicative Language Teaching.
An additional point derived from Wilkins’s document, namely, semantico-
communicative analysis, has been incorporated by the Council of Europe into a
set of specifications for a first-level of communicative syllabus. This threshold
level specification (Van Ek& Alexander, 1986) has had a strong influence on the
design of communicative language programs and textbooks in Europe.
Wilkins (1976) is known for providing a theoretical framework for the
communicative syllabus. In this syllabus, Wilkins divides communicative
functions into six categories:
1. Judgment and evaluation (approving, disapproving, forgiving, etc.)
2. Suasion (persuading, commanding, scolding, etc.)

23
3. Argument (agreeing, denying, conceding, etc.)
4. Rational enquiry and exposition (inferring, comparing, proving, etc.)
5. Personal emotions (enjoyment, sorrow, etc.)
6. Emotion relations (greetings, gratitude, flattery, etc.)
In addition, Dobson (1979) proposes a set of communicative functions,
similar to Wilkins’:
1. Requesting and giving information
2. Expressing through processes
3. Expressing opinions
4. Making judgment
5. Modifying people’s behavior
6. Expressing personal feelings
7. Interacting socially
Both Wilkins and Dobson admit that setting a list of communicative
function categories is not an easy task. Wilkins (1976) claims that a complete
communicative syllabus, in reality, does not yet exist, due to the difficulty of
specifying the functions.Dobson (1979) states that communicative functions are
not exhaustive.
In contrast, Yalden (1987) proposes an alternative way of looking at a
communicative syllabus, and specifies ten necessary components:
1. A consideration is about the purpose for which the learners expect to
acquire the target language.
2. An idea of setting in which they want to use the target language.

24
3. The role of the learners in using the target language as well as the roles in
social interaction.
4. The communicative events in which the learners participate.
5. The language functions involved in these events, or what the learners need
to be able to with or through the language.
6. The notions involved or what the learners need to be able to talk about.
7. The skills involved.
8. The variety or varieties of the target language that will be needed, and in
the level in the spoken and written language which the learners will need to
reach.
9. The grammatical content that will be needed.
10. The lexical content that will be needed.
Yalden has made a remarkable contribution, which permits one to
incorporate all ten components in a syllabus that is more communicative than one
which cannot incorporate these components. The claims Yalden (1987) makes is
that the ten components take into consideration everything which is required to
ensure genuine communication.
In addition to the ten components necessary for a communicative syllabus,
Yalden has also provided eight types of communicative syllabus. The following
list (Table 2.1) is a modified version of Yalden’s communicative syllabus, cited in
Richards and Rogers (1986).

25
Table 2.1 Yalden’s Communicative Syllabus (cited from Richards and
Rogers, 1986)
NO. TYPES REFERENCE
1. Structural plus functions Wilkins (1976)
2. Functional spiral around a structural core Brumfit 1980
3. Structural, functional, instrumental Allen (1980)
4. Functional Japp&Holdin (1975)
5. Notional Wilkins (1976)
6. Interactional Widdowson (1979)
7. Task-based Prabhu (1983)
8. Learner-generated Candlin (1976)
Thus, unlike the structural syllabus, the communicative syllabus focuses
more on the notions and functions of the language. This will be clearly illustrated
through a discussion of its implementation in communicative activities.
II.7 Communicative Activities and Materials
In communicative activities, learners need to be exposed to and given
opportunities to interact in real-life situations using the target language. However,
Nunan (1989) claims that communicative activities can also be of little real-life
relevance – they are unlikely to happen outside the classroom. Nunan does
suggest that communicative activities should focus on meaning. He expresses this
notion in this following quotation:
…I too will a communicative task as a piece of classroom work which
involve learners in comprehending, manipulating, producing, or
interacting in the target language while their attention is principally
focused on meaning rather than form (Nunan, 1989).
Similar views have been expressed by Prabhu and Krashen. According to
Prabhu, “…form is the best learned when the learner’s attention is on meaning”

26
(Briendly, 1985). Prabhu conducted a study in India, and discovered that learners
who had been given task-based programs in which meaning is emphasized, rather
than form, did better than those who had undergone traditional instruction in a test
of structure (Brindley, 1985). According to Krashen, “…the way we acquire
language is through comprehensible input, focus on the message, not form”
(Murray, 1983). Hence, focusing on meaning is of great importance in the
communicative classroom.
In negotiating meaning and information exchange in the communicative
classroom, interactions play an important role. Negotiating for meaning occurs
because of the need to come to a shared common knowledge, by asking questions,
checking, and asking for clarification or additional explanation, until the message
is communicated effectively (Watts, 1989). As a result, an information exchange
occurs.
The kind of activity mentioned above, or other communicative activities
that stimulate interaction should be based, according to Nunan (1988), on the
principles of information gap, role-plays, transfer of information (Johnson, 1982),
and problem-solving (Bourke, 1989). Among these, “information gap” is one of
the most fundamental concepts of Communicative Approach (Cheah, 1982). Any
activity which claims to be communicative should employ the concept of
information gap.
What is information gap? According to the Longman Dictionary for
Applied Linguistics (1985), information gap is a situation in which there is
communication between two or more people where information is known only to
some of the people present. A gap in information may be necessary so as to create

27
a desire and a purpose for communication. In fact, during the process of
communicating, negotiation of meaning and information exchange occur.
An information gap can be created by providing information to some and
withholding it from others, or by allowing the learners to have some choice in
what they say (Johnson, 1982). This is one way of looking at information gap,
which allows the speaker to choose, and which does not allow the listener to
know, in advance, what will be said to him/her.
Further social interactive or communicative activities are “role play” and
“simulations”. These activities are used for creating a wide variety of social
situations and relationships. In this activity, learners are required to use their
knowledge of language beyond the classroom. Success is measured in both the
functional effectiveness of the language and the acceptability of the forms that are
used.
Specifically, in role-play, students are assigned specific roles which they
must perform. Each individual has a unique manner of reacting to people,
situations, and objects. While performing the roles, learners must interact with
others, negotiate, and exchange information in order the task is successfully
completed. In addition, role-play deals with problems through actions – a
problem is delineated, acted out, and discussed. In this activity, some students are
players and others are observers (Joyce & Weil, 1992).
The essence of role-playing is the introduction of a problem situation and
the desire to resolve it. The role-playing process provides a sample of human
behavior that serves as a vehicle for students to: 1) explore their feeling; 2) gain
insights into their attitudes, values, and perceptions; 3) develop their problem-

28
solving skills and attitudes; and 4) explore subject matter in various ways (Joyce
& Weil, 1992).
Finally, communicative activities may emphasize group work. The
rationale underlying this, as given Nunan (1988), is that it enhances the quality of
student talk, allows for greater potential of individualization, promotes for a
positive affective climate, and increases student’s motivation. Consequently,
students will be able to learn more (Nunan, 1988). In addition, group work is the
simplest organization. The cooperative activity is conducted in groups of two and
three, because the interaction is simpler than it would be in larger groups. It is
easier for students to learn to work together when they are not attempting to
master complex activity simultaneously.
To summarize this section, communicative activities and materials should
highlight the following: interaction, negotiating meaning, information exchange,
information gap, role-play, and group work. In order to provide communicative
materials Nunan (1988) provides five principles of materials design that can be
used in designing communicative syllabus:
1. Materials should be clearly linked to the existing curriculum.
2. Materials should be authentic tasks and texts.
3. Materials should stimulate interaction.
4. Materials should allow learners to focus on formal and standardized language.
5. Materials should encourage learners to apply their developing language skills
to the world beyond the classroom.
In addition, students should be given a variety of communicative activities.
These activities may be created by the students themselves or by teachers, who

29
have responsibilities of creating a variety of teaching methods and techniques
which derive from Communicative Approach, in order to make the classroom
setting more communicative.
II.8 The Stages in Program Development
Yalden (1987) proposes the following steps in developing a syllabus for
the language program:
Stage 1: The Needs Survey
Needs Survey is the first step or stage that should be done in designing and
developing a syllabus in Yalden’s model. The intended purposes of doing this
survey is to gather as much information as possible about the learners or people
that are involved in the program
Stage II: The Description of the Purpose
Description of the purpose is prepared in terms of student characteristics
and skills on entry to and exit from the program. All these data are derived from
the need survey. To describe the description of the purpose, the general category
for the course should be defined first. The general category is very important
because it differentiates between occupational-purposes and educational-purposes.
The occupational purposes category has a narrow focus of learners who have been
categorized as a highly homogenous in occupational setting. The educational
purpose category is for specific school program. Both of them belong to teaching
language for specific purposes (Yalden (1987)).
Stage III: Selection of syllabus type

30
Yalden (1987:110) says that there is no single syllabus that can cover all
the needs, therefore, she suggests the modification or various combination or more
flexible approaches for syllabus construction. In line with Yalden’s opinion,
Krahnke (1987:9) says that one type of syllabus is usually dominant and can be
combined with other types of syllabus. So, the syllabus designer may feel free to
choose the element or component which are needed and demanded in teaching and
learning situation.
Stage IV: Production of a Proto-syllabus
In any communicative syllabus type, a large numbers of components need
to be considered. The components may include general notions and specific
topics. The work of selecting and combining general notions and specific topics
are complicated especially for those who have been accustomed to dealing with a
structural syllabus. Therefore it is useful to examine works, such as Threshold
Level and Waystage (Yalden (1987:138) since it provides examples of the
notional-functional proto syllabus.
Stage V: Production of Pedagogical Syllabus
The component produced in Proto syllabus stages are to be viewed as
guidelines. They are organizing strategies and giving further input about the
learner’s want, desires, and needs. The pedagogical syllabus also provides a
repertoire of words and phrases, chosen as exponents of functions and suitable to
the topics identified as important to learners (Yalden (1987:144). It is the
teacher’s role to make the repertoire of words and phrase come to life by choosing
and carrying out communicative activities in a wide range.

31
II.9 Evaluation
Evaluation as the final phase in the process of developing a syllabus has
two broad aspects. First, the syllabus designer expects to evaluate or test the
students in the program. Second, the teacher will apply the syllabus into the real
teaching. Then, the result of the evaluation is used to determine the gap between
the goals and the final language performance of the learners. If there are some
materials need to be revised, the evaluation result can also be used to re-examine
and revise the overall design.
Re-examining and revising the whole cycle are labeled the Recycling
Stage because the whole cycle begins again and there will be some adjustment.
One important thing as this stage is retained, the model can be considered flexible
and dynamic. Without it, the procedure is rigid and unresponsive to any kind of
change or reassessment.

32
CHAPTER III
METHODOLOGY
This chapter presents the findings based on the data obtained from the
novel, which are related to the formulated research questions proposed in Chapter
I. The findings are related to the strategies applied by the translator of Wuthering
Heights, Lulu Wijaya, and the appropriateness of the translation.
III.1 Research Design
The study will employ developmental research design that consists of a
sequence process in which a specific education product e.g. syllabus media is
developed based on the need survey, expert validation, field tested, and revised.
Borg and Gall (1989: 624) defines the educational research and development
(R&D) as a process used to develop and validate educational product. According
to the them the term product includes not only the materials objects such as
textbooks, instructional films and so forth but also intended to refer to the
established procedures and processes such as method of teaching or method of
organizing instruction.
According to Borg & Gall (1989: 783 – 795), R&D in education covers ten
steps in its implementation. They are:
1. Preliminary study
2. Research plan
3. Design development
4. Preliminary field test
5. Limited field test result
6. Main field test

33
7. Broader field test result
8. Feasibility study
9. Feasibility study final revision
10. Final product implementation and dissemination
III.1.1 Preliminary study
This first step consists of needs survey, review of related literature,small-
scale research, and needed standard report.
III.1.1.1. Needs Survey
There are some criteria in doing the needs survey, they are :(1) Is the
product important for education?, (2) Is it possible to develop the product?, (3) Is
there capable, experienced, and knowledgeable human resource having abilities
to develop the product?, and (4) Is there enough time to develop the product?
III.1.1.2. Review of Related Literature
This study is conducted to familiarize the developed product temporarily.
This is done for compiling research result and other information useful for the
development of the product.
III.1.1.3. Small Scale Research
The researcher often has questions that cannot be answered and tries to
look for it by doing a small-scaled research on a product being developed.
III.1.2 Planning the Research
After doing the preliminary study, the researcher is able to proceed to the
second step that is planning the research. The plan covers: (1) formulate objective

34
of the research, (2) arrange budget, time, and personnel, (3) formulate researcher’s
qualifications and his/her participations in the research.
Gay (1992:102) states that the major purpose of developmental research is
not to formulate or test a theory but to develop effective product for use in
schools. Borg (1989) also states that the objective of educational R & D is a
finished product that can be used effectively in educational program. This study
does result in quality products to meet educational needs.
III.2 The Model of the Development
The model used to develop the syllabus in this thesis follows the one
suggested by Yalden (1987:88). There are some specific reasons which become
the foundation of choosing that model. First, it is specially used to develop a
language program. Second, it sets out the content of the syllabus in advance or
before the beginning of the program. Third, it considers the learners’ aspect and
society.
Based on the above discussion, the researcher is sure that the learners will
get the most useful and beneficial knowledge from this program. In Indonesia,
English is regarded as a foreign language which is not used in daily life by
common people. English is only used by some people who deal with foreigners
and those who are required to use English in their working field. Nowadays, in the
globalization era, mastering the language is a must. Students of flight attendant
training center need to be familiar with the language. The need to be able to
converse since they are being prepared in airlines industry which is regarded the
place of the foreigners.

35
III.3 The Procedure of the Development
The basic approach to syllabus design that is done here is an ESP (English
for Specific Purposes) approach, which means an approach in which the content is
matched to the requirements of the learners. To meet the requirement of the
learners, the researcher follows Yalden’s idea. She said that the syllabus should be
in line with the purpose of which the learners in the real working situation, the
communicative events in which the learners will involve, and the social aspect of
the target language (1987:86 – 87).
In addition,Gillet (1989) said that there are three types of ESP: English as a
restricted language, English for Academic and Occupational Purposes, and
English with specific topics. The researcher develops a syllabus for Academic and
Occupational Purposes. Here are the stages taken by the researcher: 1) Stage 1:
doing the needs survey, 2) Stage 2: describing the goals and the objectives of the
course, 3) Stage 3: selecting/developing the syllabus types, 4) Stage 4: writing the
proto syllabus, 5) Stage 5: writing the pedagogical syllabus, 6) Stage 6: validating,
7) Stage 7: evaluating, and Stage 8: trying out (see figure 3.1).
One main purpose of conducting a needs analysis is, according to Gardner
and Winslow (1983:76), "to produce information which when acted upon makes
courses better adapted to students’ needs” and "part of the object of formal needs
identification is to back up one's proposals with quantitative evidence of their
importance". Furthermore, they added, "in many cases, concrete evidence of
particular needs, such as these surveys produced, could be directly used as part of
the course validation / approval procedure.”

36
Stage 2 is describing the goals and the objectives of the course are meant to
describing the beliefs, values, and goals that underlie the course (Richards, 2001).
It provides a succinct statement of the course philosophy for anyone who may
need such information, including students, teachers, and potential clients.
Developing objectives also help provide focus and direction to some of the
deliberations involved in course planning.
As mentioned in the previous section, selecting/developing the syllabus
types has some reasons, they are: first, it is specially used to develop a language
program, second, it sets out the content of the syllabus in advance or before the
beginning of the program, and third, it considers the learners’ aspect and society.
The next steps are writing the proto and pedagogical syllabus that later need to be
validated, evaluated, tried out, and revised if there are certain reasons that need to
be considered.
III.3.1 Stage 1: Doing the Needs Survey
Needs survey is the first stage taken in the program of the development.
The objective is to obtain as much information as possible in any given situation
about the learners and their purpose in studying the target language, about the
teachers and their expectation about the teaching materials, and about the
flightattendants and the requirement in their working field. To collect all the data,
the researcher will distribute a set of questionnaires for the students of flight
attendant, the ESP teachers, and flight attendants.
The responses to the first set of questionnaires for the students of flight
attendant training center will give a feedback for the researcher about the present
syllabus. They will give input whether the syllabus suit their need. The responses

37
from the teachers will give more potential input as they have the experience in
teaching ESP there. Then, the questionnaires for the flight attendants will give
aclear picture about the working condition and requirement. Also, they can give
input whether the flight attendants have learned the suitable materials in their last
training. As a whole, all the information gathered will be used as the basic
foundation to establish realistic and acceptable objectives.
In doing step 1, three aspects are taken into consideration: (1) The
communicative needs of the learners, (2) The instruments of collecting data, and
(3) The source of information.

38
Figure 3.1 Stages on Syllabus Development adopted from “The
Communicative Syllabus” (Yalden, 1987)
III.3.1.1. The Communicative Needs of the Learners
The three different types of meaning the learner needs to express are:
• Functional (i.e. the social purpose of the utterance)
• Modal (the degree of likelihood)
• Conceptual - the meaning relations expressed by forms within the sentence
(categories of communicative function)

39
III.3.1.2. The Instruments of Collecting Data
To gather information, some instruments are used during the needs survey.
These instruments include 1) questionnaires, 2) interviews, and 3) proficiency
test. There are four groups of people involved in airlines who are given
questionnaires, being interviewed, and administered proficiency test. Those
people are: the flight attendant students (pre-service), ESP teachers in the training
centers, the flight attendants, and the foreign passengers using Indonesian airlines.
III.3.1.2.1. Questionnaires
The questionnaires are given to students in three flight attendant training
centers, the ESP teachers for obtaining data about the syllabus being used,
teaching materials, and the teaching and learning program as a whole. The
questionnaires for flight attendants give a clear image and data about the real
working condition and the demand of the use of English in airlines industry and in
order to obtain what the stakeholders want, the survey will be sent to some foreign
passengers. To get more objective and reliable data, the interview was done with
all of the respondents mentioned and picked up randomly.
In designing a questionnaire, the researcher must determine what kind of
information needed. As a consequence, she determines the specific points before
the questionnaire is designed. This ensures that all areas upon which the
information required is covered. To elicit data about the communicative needs of
the learners, a set of questionnaire was provided to gather information about the
students’ data, their characteristics and background language, and their
communicative needs of the target language.

40
III.3.1.2.2. Interviews with the Teachers of ESP and the Flight Attendants
The interviews with the teachers were conducted to elicit data about course
design constraints which include the level of the course, the number, and
qualification of the teachers. The response from the interviewed teachers was used
to complete the data taken from the questionnaire
The researcher thinks the response from the interview is important to make
the data more objective. The interview gets more objective data because all the
interviewed respondents gave response spontaneously. The interview was focused
on the existing syllabus, the hindrances in teaching and learning in using the
syllabus, and teachers’ hope for the ideal syllabus based on the need.
The flight attendants are expected to give information about the kinds of
spoken English commonly used in-flight, some hindrances that may occur,
problems with the passengers, and the flight attendants’ English competence.
III.3.1.2.3. Proficiency Test
Proficiency tests are designed to measure people’s overall mastery of
English or to measure how suitable candidates are for performing a certain task or
follow a specific course. For example, is one well prepared to use English in a
particular setting such as working in an airlines? Does the student know enough
English to follow a certain university lecture given in the medium of English?
Does the student know enough English in order to function efficiently in a
particular type of employment?
Proficiency test was also given to know their level of proficiency and to be
a basis for developing the syllabus. The content of a proficiency test is not based
on the content or objectives of language courses which people taking the test may

41
have followed. It is in no way related to any syllabus or teaching program; indeed,
many proficiency tests are intended for students from several different schools,
countries and even language backgrounds.
III.3.1.3. Sources of Information
The flight attendants are the main informants. They are expected to give
information about the types of English they use to carry out in their work and
daily activities. The second informants are the teachers who are involved in
teaching English in this field. All the informants are important resources for the
researcher to set up a communicative English syllabus for the students (pre-
service) of flight attendant. The interview sessions give a great contribution in this
study since the researcher obtained direct and spontaneous responses from the
interviewee who commonly categorized as the most objective answers.
III.3.1.4. Procedures of Collecting and Analyzing Data
Below are some steps taken in order to collect and analyze the data having
been done either by sending questionnaires via e-mails or letters to the
respondents. The steps are gaining access, administering the questionnaires, and
analyzing data.
III.3.1.4.1. Gaining Access
Several letters are sent to flight attendant training centers in Malang and
Jogjakarta to get a permission for distributing the questionnaires and having an
interview with the students and the teachers. The training centers are SekarGegani
Training Center Malang, BinaAviaPersada Training Center Malang, and Adista
Aviation Training Centre in Jogjakarta. Twenty flight attendants of Garuda

42
Indonesia and twenty two foreign passengers are also important people who are
given the questionnaires. The questionnaires are sent in a bundle together with the
letters asking for the time for interview. The researcher proposes a polite request
to distribute the questionnaires to the subject immediately and the result are taken
on the appointed data. On the same date the interview is done.
III.3.1.4.2. Administering the Questionnaires
After a permission is obtained, the survey is done on the agreed dates by
using instruments. The researcher visits the chosen flight attendant training
centers and meets the students. The questionnaires are distributed and on the same
day and the researcher conducts the interview with the students and the teachers.
Generally, the number of students of flight attendant training centers are not many
that the interview, the distribution and the data collected via questionnaires can be
obtained on the same day. The interview will last about 30 minutes for each
person.
There are 9 questions in the questionnaires, they are : 1) the most
suitable method of English teaching in flight attendant training center, 2) the most
advantageous method in learning English, 3) equipment or teaching media needed
in the teaching/learning activity, 4) media that can enhance the teaching of
English, 5) materials in teaching English, 6) English skill courses given most, 7)
evaluation used in measuring achievement in English proficiency, 8) types of
exercises, and 9) the most suitable assessment used in measuring achievement.
III.3.1.4.3. Analyzing Data
Data analysis is done after all the data are gathered. After the researcher
gets all the questionnaires back she begins to analyze the responses then classifies

43
the responses to different headings. Also, she eliminates some of the irrelevant
responses and put them aside.
The responses taken from the questionnaires are the data for this study.
They become the basic steps for the researcher to go to further stages. The
researcher takes some notes of the important points, put each data to the right
headings then design the syllabus which suits the data gathered.
III.3.2 Stage 2: Describing the Goals and Objectives of the Course
From the result of the data analysis, the goals and objectives of the course
can be specified. The goal refers to the overall aims of the course, and the
objectives refer to more detailed and specific descriptions of the purpose. For the
purpose of the study the goal is providing a good and practical ESP syllabus and
materials for students of flight attendant training center, somehow it can be used
for the flight attendants to increase their language competence. The objective of
the study is to enable the students to master English for airline industry.
III.3.3 Stage 3: Selecting/Developing the Syllabus Types
Based on the result of the data analysis, the goals and the objectives of the
course, types of the suitable syllabus will be selected. The types of the syllabus
chosen will be one or more the combination of syllabus type proposed by Richard
(1996) which will be used as the basis of the content of the syllabus. Meanwhile,
Yalden’s idea (1987) will be used as the basis of the syllabus development. The
details have been discussed in chapter II.

44
III.3.4 Stage 4: Writing the Proto Syllabus
The component produced in proto syllabus stages are to be viewed as
guidelines. They are organizing strategies and give further input about the
learner’s want, desires, and needs. Yalden (1987) wrote that the proto syllabus
includes some general notions and specific topics, communicative functions,
discourse and rhetorical skills, variety of language, role-sets, and communicative
events, as well as grammar and lexis.
III.3.5 Stage 5: Writing the Pedagogical Syllabus
In this stage, writing the syllabus is done in accordance with the relevant
teaching, learning, and testing approaches. To accomplish this, the syllabus should
be developed further by including the exercises types and teaching techniques, as
well as preparing the lesson plans and the weekly syllabus.
III.3.6 Stage 6: Validating the syllabus
It is a must to ask experts in the field of syllabus design, ESP specialist,
and subject specialists for validating the proposed syllabus. Those experts are
supposed to give feedback, comment, critics, and anything to make the syllabus
better. The validators are 1) a senior lecturer and experts in designing syllabus as
well as in linguistics areas from The State University of Malang and 2) an English
teacher teaching general English at SekarGegani Flight Attendant Training Center
in Malang as the researcher’s colleague.
III.3.7 Stage 7: Evaluating the Syllabus
Ideally an evaluation of the program should be done in a real teaching
situation. But this kind of evaluation will be time consuming and takes a lot of

45
money. The researcher will try to find the way out by looking back at her previous
experiences in teaching the students of flight attendant training center. She will
also ask other teachers to apply this syllabus and ask for criticism and suggestions
from the researcher advisor and the head of the training center. The syllabus
designer will ask for comments, opinions, and suggestions from the English
teachers to improve the syllabus. Their valuable comments will be used as the
basic to revise the proposed syllabus.
III.3.8 Stage 8: Trying out the syllabus
After revising syllabus, it has to be tested by teachers by constructing
lesson plans based on the designed syllabus. This try out is intended to have
clearer ideas whether the syllabus is clear, understandable, applicable, and
practical enough for the destined field. After validated by the experts, the syllabus
was tried out by an English teacher on 25 October 2008 at SekarGegani Flight
Attendant Training Center. JaniarSinaga, S.E. is teaching general English at the
training center. His teaching materials cover general things like vocabulary on
general English, tenses, reading, speaking, and listening. Although Janiar has no
background in aviation, he did not find difficulties in implementing the syllabus
as it was already elaborated in lesson plans and matrix of the course.
III.4 The subject of the Study
The study is conducted at Adista Aviation Training Centre (Jogjakarta)
and SekarGegani, Intersky Study, and BinaAviaPersada Flight attendant training
centers in Malang. The proposed syllabus is assumed to be applied in those three
training centers. The subjects of the study, therefore, are the students, English
teachers and experts in designing syllabus. There is one class of pre-service flight

46
attendant for each training center. Each class consists of 5 to 10 flight attendant
students. The teachers involved in this study are English teachers who have
background as flight attendants and those who teach ESP classes. The experts in
designing syllabus of ESP are being involved to validate the proposed syllabus
before and after the study comes to the final project.

CHAPTER IV
THE RESULT OF NEEDS SURVEY
AND THE STAGES OF SYLLABUS DEVELOPMENT
This chapter is the discussions of the findings of the data analysis and the
appropriateness of the translation which are based on the formulated research
questions proposed in Chapter I. It comprises the discussions of the strategies
implemented by Lulu Wijaya, the translator of Wuthering Heights, and the
appropriateness of the translation based on the findings and the validation process
conducted by the two validators who are experts in translation.
IV.1 The Result of Needs Survey
The findings of the needs survey are based on the data covering
questionnaires for (1) pre-service flight attendants in the training centers, (2) ESP
teachers in the flight-attendant training centers, (3) flight attendants, and (4)
foreign passengers travelling with Indonesian airlines.
IV.1.1 The Results of the Need Survey from Pre-service Flight Attendants
Some flight attendant training centers in Jogjakarta and Malang have
students of flight attendants of five to ten per class. The training centers are:
BinaAvia (Malang and Jogjakarta), SekarGegani (Malang), and Adista Aviation
Training Centre (Jogjakarta). From forty questionnaires sent to the pre-service
flight attendants, only twenty questionnaires were returned.
47

48
There are 9 questions in the questionnaires, they are : (1) the most suitable
method of English teaching in flight attendant training center, (2) the most
advantageous method in learning English, (3) equipment or teaching media
needed in the teaching/learning activity, (4) media that can enhance the teaching
of English, (5) materials in teaching English, (6) English skill courses given most,
(7) evaluation used in measuring achievement in English proficiency, (8) types of
exercises, and (9) the most suitable assessment used in measuring achievement.
IV.1.1.1. Analysis on Pre-service Flight Attendant’s Response.
Concerning the teaching method the teacher uses in the training center. The
results show that twenty students of the training center (pre-service flight
attendants) prefer to have demonstration (25%) and discussion (29%) for the
method of teaching. The pre-service flight attendants being interviewed mention
that when they have their teachers demonstrate something using realia, they will
understand better than just having the lectures from their teachers. Then, the
demonstration is continued with some discussion where the pre-service flight
attendants can ask questions and give ideas. The result of the methods preferred is
shown in Table 4.1.
When talking about the teaching media used in the training center 83%
respondents state that using media is needed and 35% answer that audio video
(movies, sound recordings, or other multimedia) can enhance the teaching of
English. Overhead Projector (OHP) is considered old-fashioned that most training
centers do not use it anymore and students are more familiar with the latest
technology: Audio-video presentations using computers (laptops) and LCD
projectors.

49
These days, sources of teaching and learning are found abundantly in the
Internet. Teachers are able to use them through computers beamed to the screen
with LCD projectors. Most training centers are using the latest technology of
equipment that can improve the teaching and learning process. The pre-service
flight attendants can enjoy the movie shown through the LCD projector as they
find it very useful to know more about the real working condition on-board (see
Table 4.2).
Table 4.2 The Method of English Teaching
The Most Suitable Methods of Teaching Responses Percentage
Demonstration 14 25%
Question and answer 10 18%
Presentation 9 16%
Discussion 8 14%
Modeling 8 14%
Lecturing 7 13%
Total 56 100%
The Most Advantageous Methods Responses Percentage
Discussion 12 29%
Presentation 9 21%
Demonstration 7 17%
Lecturing 6 14%
Question and answer 5 12%
Modeling 3 7%
Total 42 100%

50
Materials in teaching English are also given more attention by the pre-
service flight attendants. Some respondents answer that speaking (30%)
isimportant in doing their job later as a flight attendant and speaking, again,
Table 4.3 Equipment or Teaching Media
Equipment / Teaching Media Needed Responses Percentage
Yes 15 83%
No 3 17%
Total 18 100%
The Media for Enhancing
Teaching/learning Activities
Responses Percentage
Audio Video 15 35%
Audio 14 33%
LCD projector 12 28%
Overhead Projector 2 5%
Total 43 100%
(53%) holds the majority in carrying out their tasks efficiently. Reading is
put in the third place as this skill, although needed, but rarely done by the flight
attendants as they are busy doing their serving jobs. Writing skill is needed in
making reports or filling in the log book.
As the main key to be a successful flight attendant is a good
communication, speaking materials are considered very important in the teaching
of English. Foreign passengers in international as well as domestic flights use
English when communicating with the flight attendants and this make all aspects
in speaking skill such as fluency, intonation, speed, and voice clarity become very

51
important to be learned. This also deals with announcement made by flight
attendants in welcoming their passengers and conducting flight safety
demonstration. This result is indicated in table 4.3
Table 4.4 English Materials
Materials Used Responses Percentage
Speaking 16 30%
listening 14 26%
Reading 12 23%
Writing 11 21%
Total 53 100%
Most Given Materials Responses Percentage
Speaking 17 53%
listening 11 34%
Reading 3 9%
Writing 1 3%
Total 32 100%
The assessment they might have when they are in the training center is
another thing that is asked. In measuring their achievement, test (38%) is still
having the most important aspect in evaluation while individual exercise (40%)
obtains more attention. Students prefer a combination of on-going assessment and
product assessment (60%). As most pre-service flight attendants are senior high-
school fresh graduates, they are still thinking that evaluation is in the form of
written test and must be done individually. But they prefer to have a combination
of on-going and product assessment as it is fair enough for them and they can

52
show their best efforts in having the training. Table 4.4 shows the type of
assessment/evaluation.
Table 4.5 Evaluation
Evaluations Used for Achieving Performance Responses Percentage
Test 14 38%
Assignment 9 24%
Classroom Participation 8 22%
Daily Observation 6 16%
Total 37 100%
Exercises Given by Teachers Responses Percentage
Individual Exercise 14 40%
Group exercises 11 31%
In-pairs exercises 7 20%
Classroom exercises 3 9%
Total 35 100%
Assessment Responses Percentage
Both Assessment 12 60%
On-going Assessment 6 30%
Product Assessment 2 10%
Total 20 100%
IV.1.2 The Results of Questionnaires for ESP Teachers in the Flight-
attendant Training Centers
The researcher distributed the questionnaires to twenty English for
Specific Purposes (ESP) teachers at the training center. The questions are on 1)

53
the instructional objective of the English course, 2) the level of students, 3) the
teaching materials, 4) language skills given to the students most, 5) language
skills students should master after the course, 6) types of teaching aids available
for the course, 7)the number of students in the course, 8) time allocation for
English course, and 9) teaching techniques used in the course.
IV.1.2.1. Analysis on ESP Teachers’ Response
The most wanted instructional objective of the teaching is speaking (61%)
and it obtains the most attention compared with reading and writing. Although
speaking gets the most attention by the ESP teachers, but surprisingly, they still
prefer writing to reading for the instructional objective. These teachers, in the
researcher’s point of view, still do not realize the actual working condition in
airlines that needs speaking ability in communicating with passengers. Table 4.5
shows the result.
Table 4.6 TheInstructional Objective of the English Course
Instructional Objectives Used in
the Training Center
Speak 14 61%
Write 5 22%
Read 4 17%
Total 23 100%
As most pre-flight attendants are senior high-school graduates, the level of
students in the training center are in the upper-intermediate (50%). This is proven
by the results of the proficiency test for the pre-service flight attendants done
when they enrolled in the training center (see table 4.6)

54
Table 4.7 The Level of Students
Levels Responses Percentage
Upper Intermediate 7 50%
Intermediate 8 44%
Advance 1 6%
Total 16 100%
Most teachers teach English integratively (71%). As the four speaking
skills are needed mostly in the teaching, these ESP teachers find it easier to
combine the four skills into one method. It is fine but these teachers need to
emphasize on the most needed skill used in the real working condition when
conducting the learning process. ESP teachers must consider that the students of
flight attendant training will enter a hospitality world named airlines industry
having highlights in communication skill (see table 4.7)
Table 4.8 Teaching Materials
Materials Given Responses Percentage
Integrative 12 71%
Speaking 4 24%
Reading 1 6%
Total 17 100%
Table 4.8 below shows language skills that students must be given during
the training, and, what they must master at the end of the semester. Speaking
(63% and 54%) are chosen by the teachers. Most ESP teachers (44%) mention

55
that they need teaching aids that can be used in supporting the teaching/learning
activity. As those teachers are very familiar with the latest technology in teaching
equipment provided by the training centers, they always use the equipment in
every session to help their students get clearer ideas of what is taught. Besides
Audio-video, they mention realia (boarding passes, trolleys, plates, cup and
saucer, and other thing related to the service in-flight) as the most important
things to have.
Table 4.9 Language Skills
Skills Most Given to Students Responses Percentage
Speaking 5 63%
Listening 2 25%
Reading 1 13%
Writing 0 0%
Total 8 101%
Skills Mastered by Students Responses Percentage
Speaking 14 54%
Listening 4 15%
Writing 5 19%
Reading 3 12%
Total 26 100%
As the Internet now is still the main source for flight attendant training
centers, teachers mostly use audio-video and the LCD projector in teaching their
students. Movies and other things presented with LCD projector can attract their

56
students’ attention. And it enables them to get involved easily in the real working
condition. Table 4.9 shows the result:
Table 4.10 Types of Teaching Aids
Availability of Teaching Aids Responses Percentage
Audio Video 11 44%
LCD Projector 8 32%
Audio 4 16%
Overhead Projector 2 8%
Total 25 100%
Mostly, they have 1 – 10 students (56%) at the training center and English
is allocated to have 3 hours for a week (56%). The teaching technique is
discussion (67%). The training centers in Malang and Jogjakarta have mostly ten
students, but recently, as far as the researcher finds out, the students in the training
centers are increasing in numbers. This is due to the opening of new airlines,
especially domestic ones. The teaching hours are mostly three hours as they must
share with General English taught by other teachers. And the most desirable
teaching technique is discussion. These teachers treat the pre-service flight
attendants as adults ready to enter the working situation, not just students having
to be spoon-fed. Table 4.10 indicates some information concerning the condition
in the training centers including the number of students, time allocation for
English and teaching technique used in the course:

57
Table 4.11 Information on the Training Centers
Number of Students Responses Percentage
1 - 10 students 9 56%
11 - 20 students 6 38%
Others 1 6%
Total 16 100%
Time Allocation Responses Percentage
3 Hours 9 56%
6 Hours 6 38%
Others 1 6%
Total 16 100%
Teaching Techniques Responses Percentage
Discussions 10 67%
Others 3 20%
Lecturing 2 13%
Total 15 100%
IV.1.3 The Results of Questionnaires for Flight Attendants
Seventeen flight attendants who are still active working in Garuda
Indonesia were given the questionnaires consisting ten questions. From twenty
questionnaires distributed via e-mails, only seventeen flight attendants gave
responses. The questions are asked about their previous training when they were
still in the training center. The questions are 1) English skills that should be
emphasized in the training center, 2) skills that usually used most in their daily
activity, 3) How often they read (English materials) in a week, 4) What they read

58
most often, 5) How often they write in a week (letter/e-mails, diaries, journals,
articles, etc.), 6) the method their instructors used when teaching English in their
previous training center, 7) the most advantageous method for them in learning
English, 8) the need of equipment or teaching media, 9) materials in English skill
courses should be given most, and 10) evaluation used in measuring their
achievement in English proficiency.
IV.1.3.1. Analysis on Flight Attendants’ Responses.
Speaking skill still dominates what those flight attendants want to have
while they were studying in the training center and also for their daily activities.
Speaking skill is very important as they must interact with the passengers coming
from various backgrounds and English is used as the only official language in-
flight although other languages may be used. Fluency in English can make them
have high self-confidence as it is easier for them to deal with passengers and
useful when they fly abroad and have to meet the local ground-staff, catering
service personnel, and other people they meet when they have chances to stay in
hotels and go shopping.
Becoming flight attendants carrying out international route duties requires
them to use English most of the time. As a foreign language used in Indonesia,
English, is the language spoken to foreign people including passengers coming
from different places around the world. Therefore, English plays an important role
in becoming a means of communication when dealing with foreign passengers.
The speaking skill chosen by the flight attendants is shown in table 4.11

59
Table 4.12 English Skills
English Skills Emphasized in the
Training Center
Speaking 13 50%
Listening 10 38%
Writing 2 8%
Reading 1 4%
Total 26 100%
Skills Usually Used Daily Responses Percentage
Listening 5 21%
Speaking 13 54%
Reading 4 17%
Writing 2 8%
Total 24 100%
Flight attendants also have reading habits to improve their knowledge and
catch up with the latest news. Newspaper is a reading materials mostly read by the
flight attendants. Some English newspapers are also available onboard and this
makes them easy to read when they have spare time during flight. They also have
habits of writing e-mails in English as they have friends not only Indonesian but
also other nationalities. When doing their jobs, they only write log book or reports
if there are complaints from the passengers of equipment that are malfunctioned
Besides their tight flight schedule, the flight attendants still consider
reading important. Although they can catch the latest trends by using laptops (and
the Internet) brought when they stay overnight in certain places, they prefer to

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