1. English Material
Development for Kitchen
Staff
By. Lily Meilia and Wiji Hastuti

2. outline
O Introduction
O Reason to develop English Material for
O
O
O
O
O
Kitchen Staff
Goals and objectives of the programs
Need analysis
English Materials for Kitchen Staff
Evaluation
Conlusion

3. INTRODUCTION
O Globalization era makes English as a very
important tool of communication
especially for those who are in tourism
Industry.
O The beauty of the nature in Indonesia
leads to the expanding of the tourism
aspects.
O Not many books are available for tourism
students, especially for kitchen staff
O Adapting and adopting materials for
Kitchen staff is needed so teacher can
expose the students with appropriate
models of English

4. Reason to develop English
Materials For Kitchen Staff
O Not many books are available for Kitchen
Staff
O Not many teachers are creative enough to
adopt and adapt materials for Kitchen staff
students
O Adopting and adapting materials for
Kitchen staff is not an easy task for
teachers
O Students needs to be exposed to
appropriate English used in their work
field

5. Goals and Objective of The
Programs
O
Goals
Students are able to use functional English related to the hospitality industry.
Students understand the vocabulary commonly used in hospitality industry
O
Objectives
Students are able to read the menu
Students are able to explain the process of making dishes
Time Allotment
Time allotment will be setting in this stage too.
Setting Time Allotment
1 class hour = 60 Minutes
1 week x 5 hours x 60 Minutes = 300 M/week
24 Weeks x 300 M = 7200 Minutes = 120 Class Hour

6. Need Analysis
INFORMATION FROM THE QUESTIONAIRE
From The Students and a teacher of SMK Kasih Ananda
From Mr. Pawan Deep Bhatnagar, The manager and Marketing
advisor of PT. Ganesha Eksanskriti Indonesia
-
The school requires the students to have at least 400 score on -
The restaurant does not require the kitchen staff to have
TOEFL
TOEFL score but they require them to have good, fluent
English spoken skill.
-
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The restaurant requires their kitchen staffs to be able to
They need to learn functional English which is related to their
handle guest, taking order, master the vocabulary of
future work field.
kitchen appliances, vegetables, and spices.
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English needed in the restaurants is related to functioning
of the kitchen, the service area and those regarding to the
-
They get the materials from the website (They find them by
themselves not with the teachers help)
food and allied matters.
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Most of Indonesian workers working there are lack of
knowledge and English about hospitality industry
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Students think that they lack of practicing English and
knowledge about hospitality Industry
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Lacks of books about hospitality industry or tourism

7. English Materials for Kitchen
Staff
O Materials will be adopted and adapted
from:
a. Internet
b. Authentic Materials
c. At Your Service (Teacher and Students
Books)
d. High Season (Teachers’, Students’ and
Workbooks)

8. O Blueprint of the materials will consist of:
a. Syllabus: The syllabus used in this materials
(course books) is Functional syllabus
b. Language skills: Listening, Speaking, Reading and
writing
c. Functional Units:
1. Taking and serving orders
2. Reading the menu
3. Describing dishes
4. Explaining the procedure to make dishes
d. Techniques within the Lesson Plan: Motivation
Strategies, Presentation Stage, Skill Practice, Review,
Assessment

9. SYLLABUS

10. Teaching
Students’ Requirements
1. Teenagers or Adult leaners
2. Having good motivation in learning
English for Kitchen Staffs
3. Planning to work in hospitality
industry
4. Ready to be posted in any
international restaurants for training
Teachers’ Requirements
1. Having ability to use English both in
oral and written communication
2. Having good knowledge in hospitality
industry
3. Wil ing to work in team
4. Creative
5. Having ability to define and refine the
curriculum

11. EVALUATION
Does the course book suit the environment in which it will be used?
Does the course book meet the needs of the learners?
Does the course book apply sensible principles of teaching and
learning?
Does the goal of the course book match the goals of the course?
Does the content of the course book suit the proficiency level of the
learners and reflect sensible selection and sequencing principles?
Is the course book interesting and does it use effective techniques?
Does the course book include tests and ways of monitoring progress?

12. CONCLUSION
O Teachers is the ultimate element of the
curriculum
O In designing a course book, need analysis
should be conducted.
O Good course book will enhance the
learning and teaching process
O Any course book should be evaluated so
that material designer can find out
whether the book meet the objectives or
not.