Coursebook Development for Higher Vocational Education in
Purpose to English Test Preparation
Arta Uly Siahaan
1
, Yosi Handayani
2
and Condra Antoni
1
1
Informatics Engineering Department, Politeknik Negeri Batam, Ahmad Yani Street, Batam, Indonesia
2
Business Management Department, Politeknik Negeri Batam, Ahmad Yani Street, Batam, Indonesia
Keywords: Coursebook Development, ADDIE Model, Vocational Higher Education, English Test Preparation.
Abstract: The purpose of this research intends to develop a course book for English test preparation in purpose to
vocational higher education. This idea came up based on the need analysis in internal environment of State
Polytechnic of Batam. The researcher found the urgency of English certificate as diploma supplement which
is determined by Indonesian government for all university level. Most of the students still cannot meet very
well the standard of graduation from vocational higher education, about 49,23 % of students are still included
into intermediate level and the rest are elementary and novice level. It means that the students need to improve
their preparation before taking the test to accomplished better score. The absence of course book as the
material for students makes this research happened. The method used in this research is ADDIE model which
is starting from analysis, design, development, implementation and evaluation. This course book has been
tried out internally and based on that, it was found that this course book was accepted well by all of the
students.
1 INTRODUCTION
In this global era, all graduates should be able to
compete both with other graduates and the students
from campus itself. This competition only can be
followed by those who have best knowledge,
competency, and soft skill. Besides having best
performance for hard skills which is related to their
field, there is an important skill to be accomplished
also by the graduate to complete their skills namely
English communication skill. Mastering English
become a very important thing since this is one of
international language which is used by all nations
globally. To equip the students for this competency,
all college for all departments design English as a
general course without exception. Recently, the
government suggested all of vocational higher
education graduates to have supplementary diploma.
One of them is English certification. State
polytechnic of Batam as the only one state
Polytechnic in Batam implements this government
regulation recently. All of the students who graduates
from this campus must take English proficiency test
namely Test of English for International
Communication (TOEIC). There are two courses
designed to help the students for English preparation,
the two courses are English I and English II. Before
these two courses are composed, mapping test was
conducted to investigate students’ initial scores and it
was found that the students’ scores are still low. The
most important purpose of English language
evaluation is to monitor and improve students’
competency (Graddol, 2007). It is important to
provide the strategy to make the average score higher.
This mapping test was conducted in 2015, there were
522 students form 8 study programs. It was found that
for general professional (score 905-990) was 0% (0
students), level advance working (785-900) was 0,96
% (5 students), level basic working (605-780) was
17,62% (92 students), was level intermediate (405-
600) was 49,23 % (257 students), elementary (255-
400) was 28,35 % (148 students) and for level novice
(10-250) is 3,83% (20 students). So, based on this
data, it was found that most of the students included
to intermediate level. Many students need assistance
to improve English proficiency score. Beside of that
Siahaan (2020) published her study that conducted a
survey with the users of internships of Politeknik
Negeri Batam in the industry. It was found that about
78% agreed that the ability to speak actively in
English was the demand of the industry. Some users
asked to attach a certificate of English proficiency but
Siahaan, A., Handayani, Y. and Antoni, C.
Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation.
DOI: 10.5220/0010356303450353
In Proceedings of the 2nd International Conference on Applied Economics and Social Science (ICAESS 2020) - Shaping a Better Future Through Sustainable Technology, pages 345-353
ISBN: 978-989-758-517-3
Copyright
c
2021 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
345
in the interview session, the interviewer conducted
the session in English to ascertain which one the most
capable worker to fulfil the positions is offered by the
company.
At the previous research, the needs of studying
English were analyzed for informatics department,
the result is integrated with all language competency,
creating indicator, evaluation and duration needs to
achieve standard competency (Tomlinson, 2006).
Richards and Rodgers (2002) declared that the main
purpose of materials
is to present and practice content, ease interaction
between students, and promote learner autonomy to
strengthen the idea of developing this course book,
the researcher composed questionnaire with two basic
questions namely how important to master English/
why do learn English and what are the obstacles to
learn English.? Following sentences mostly exploded
by the students.
Q1. How important to master English/ why do learn
English?
- It is very important since English is a tool for
global communication.
- English is an international language,
- Most of the companies search for employees who
can speak in English.
- The demand is high, Batam is near to two big
countries, Malaysia, and Singapore. Mastering
English is very important.
- Technology force all of people to understand this
language.
Q2. What are the obstacles to master English?
- Need more environment to practice it. No friends
to talk or practice English.
- Pattern and grammar are difficult to learn.
- Found so many difficult words that makes
sentence hard to understand.
- In Indonesia, English is not a common language
to use for communication (it is a foreign
language)
- Not really confident to use this language in
communication environment (Lack of self-
confident)
Those 10 responds where the researcher try to put
5 responds for question 1 and 5 responds for question
2. Those are highly frequency responds from the
students. By evaluating the students through giving
English test proficiency, college expected the
students’ competency can be measure and seen
clearly. Then based on the result of the analysis, it
could be thought deeper what the best strategy for
them could be to encourage the students to achieve
the better English communication skills. Based on
this data, it is clear that supplementary material is
very important to develop as the device for the
students or lecturer to support English teaching and
learning process. It can be used individually, in pairs
or even for group discussion.
2 METHOD
Based on the problem revealed at the previous
section, the researcher decided to solve the problem
by conducting a research and development. Course
book is important to compose for the sake of interest
teaching and learning process which comes from
results of research or a deep analysis and thinking
about study of certain fields and then formulate as
course material (Sugiarto, 2011). In addition,
Richards (2007) suggested that materials provide the
main input for the students and the type of the
language practice that happened in the classroom.
The development of this course book followed 5
important steps to achieve the goal of this research.
This research adopted ADDIE Model based on
McGriff (2000) which begins with analysis, design,
develop, implementation and evaluation. ADDIE
model is presented at Picture 1.
Picture 1: The developing of ADDIE model.
(Source: Survey of Intructional Development Models, 2002)
2.1 Analysis
First thing first, there was a needs assessment,
problem identification and task analysis. Analysis
stage is an identification process of students’ needs
and task to be fulfilled. In this section, the output is
characteristics, students’ profile, gap identification,
needs identification and specific task analysis based
on the needs.
Revision
Revision
Revision
Revision
ICAESS 2020 - The International Conference on Applied Economics and Social Science
346
2.2 Design
In this stage, the researcher formulates SMAR
learning objective namely specific, measurable,
applicable, and realistic. After that, composing test is
conducted based on what have formulated previously.
Appropriate strategy to achieve the objective was
designed to accomplish the objective. The other thing
to consider is other relevant source, suitable learning
environment, etc. Specific and clear blueprint is
composed in this stage as the part of problem analysis
to be problem solving alternative.
2.3 Development
In this section, blueprint is developed to be the
activity for making course book. Selecting,
determining method, media and learning strategy to
deliver course or substantial program. There are two
things to be accomplished in this section namely
production and revision of course book to achieve the
learning objective as well as to choose media or best
combination to be used for achieving learning
objective.
2.4 Implementation
Developed course book in this section is going to
implement in a real situation of classroom. Learning
strategy and model of learning is also adjusted with
the current situation.
2.5 Evaluation
Evaluation stage means there is an action for
evaluating the course book. This evaluation will be
conducted through checking the effect of teaching
and learning process critically, measuring the
achievement of the objective of developed product,
measuring what have been accomplished so far and
finding other information to make the students
successful to get the better result of learning process.
To measure this information, evaluation can be
conducted through formative and summative
evaluation. Formative evaluation was held at the end
of face-to-face class while summative evaluation was
held after the overall activity finished. Summative
evaluation measures the final competition at the end
of the course or objective of the course. After
finishing this action, product revision based on
evaluation or need is considered to get the best result
of the product.
3 RESULT AND ANALYSIS
After formulating the needs analysis, the blueprint is
composed as the part of developing this course book.
There are 4 levels for this development namely
blueprint for beginner, intermediate, basic working
and for public speaking. This section presents each
blueprint for all of the levels. Table 1 presents the
blueprint result for beginner and intermediate level.
Meanwhile, Table 2 shows the blueprint result for
basic working level and the last is Table 3 which
shows us the blueprint result for public speaking
level.
Table 1: Blueprint Result for Beginner and Intermediate
Level.
No TOPICS OBJECTIVES
1
Introduction to the
course.
English Test
Techniques and
Strategies.
The students are expected to be
able to:
- Understand kinds of English
test.
- Understand English test
techniques and strategies.
2
General Business
(Contract and
Negotiation.)
The students are expected to be
able to:
- Understand about
vocabularies and expressions
used for Salary, Promotion,
Application, Advertisement.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Present time.
3
General Business
(Marketing, Sales)
The students are expected to be
able to:
- Understand about
vocabularies and expressions
used for Marketing and Sales.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Past time.
4
General Business
(Business Planning,
Conference)
The students are expected to be
able to:
- Understand about
vocabularies and expressions
used for business planning
and conference.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Future Time.
Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation
347
5
Manufacturing
(The factory
management,
Production line,
quality control)
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for the factory
management, Production line,
quality control.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Present and Past
perfect
6
Finance and
Budgeting
(Banking,
Investment,
Taxation)
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for Banking, Investment,
Taxation
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Asking
questions.
7
Finance and
Budgeting
(Accounting and
Billing)
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for accounting and
billing.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to
accounting and billing.
- Understand the language
work about Connecting ideas
8
Corporate
Development
(Research and
development,
product
development)
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for Research and
development, product
development.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about the Passive.
9
Offices
(Meeting,
Committees,
Business Letter.)
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for Meeting,
Committees, Business Letter.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Count noun and
Noncount Noun
10
Offices
(Office Equipment
and furniture, the
company work
processes)
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for Office Equipment
and furniture, the company
work processes.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Adjective Clause
11
Personnel
(Recruitment,
Employee,
Retirement.)
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for Recruitment,
Employee and Retirement.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Modal.
12
Personnel
(Salary, Promotion,
Application,
Advertisement).
The students are expected to
be able to:
- Understand about
vocabularies and expressions
used for Salary, Promotion,
Application, Advertisement.
- Conduct the activities to
improve the skills for
listening, reading, speaking
and writing related to the
topic.
- Understand the language
work about Noun Clause.
Table 2: Blueprint Result for Basic Working.
No TOPICS OBJECTIVES
1 Pretest This session is intended to map
the initial students’ ability.
2 Introduction to the
course.
English Test
Techniques and
Strategies.
To give general
information about TOEIC test,
techniques, and Strategies.
3 General Business
CONTRACT AND
EMPLOYMENT
Warm-up
Vocabulary
Grammar: state and
active verbs
Reading: dealing
with difficult words
Speaking: Dreams,
ambition
The students understand
the knowledge about contract
and are able to have discussion
on the related topic
4 General Business
SALES AND COS
T
The students understand the
knowledge about sales and
ICAESS 2020 - The International Conference on Applied Economics and Social Science
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Warm-up
Vocabulary
Grammar: used
to/would, past
perfect
Reading: prediction
Writing: making
notes
cost, and they are able to have
discussion on the related topic.
5 General Business
BUSINESS PLAN
Warm-up
Vocabulary
Grammar: present
perfect vs present
perfect continuous
Speaking:
discussions
(discussing
suggestions
The students understand the
knowledge about business plan
and are able to have discussion
on the related topic
6 Manufacturing
MANUFACTURE
Warm-up
Vocabulary:
compound
adjectives
Grammar: the
passive, to have/get
something done.
Reading: an
interview
Writing: a report
(informational
report)
The students understand the
knowledge about manufacture
and are able to have discussion
on the related topic.
7 Finance and
Budgeting
FINANCE AND
INVESTMENT
Warm-up
Vocabulary
Grammar: the
future, Modals for
speculations.
Speaking: an
information gap
(discussing a photo)
The students get knowledge
about finance and budgeting
and are able to have discussion
on the related topic
8 Finance and
Budgeting
FINANCE AND
ACCOUNTING
Warm-up
Vocabulary:
Grammar:
Conditional, third
conditional,
wish/should have
Reading: Using
linking and
reference words
Writing: Describing
a person
The students are able to
understand the knowledge
about finance and accounting
and are able to have discussion
on the related topic
9 Corporate
Development
INNOVATION AND
PRODUCT
DEVELOPMENT
Warm-up
Vocabulary
The students are able to
understand the knowledge
about innovation and product
development and are able to
have discussion on the related
topic
Grammar: reported
request and orders,
reported statement
Speaking: Dealing
with mistakes
(telling a story)
10 Offices
BUSINESS LETTER
Warm-up
Vocabulary
Grammar: reported
questions
Reading: text with
sentence gaps
Writing: formal
lette
r
The students are able to get the
knowledge about business letter
and are able to have discussion
on the related topic.
11 Offices
OFFICE
EQUIPMENT
Warm-up
Vocabulary
Grammar: verbs
followed by –ing
form or infinitives
Speaking:
identifying things
and activities
(pictures)
The students are able to
understand the knowledge
about office equipment and are
able to have discussion on the
related topic
12 Personnel
RECRUITMENT
AND SELECTION
Warm-up
Vocabulary
Grammar: transition
words
Reading: forms and
tables
Writing:
email/faxes/memos
The students are able to
understand about recruitment
and selection and are able to
have discussion on the related
topic
13 Personnel
PAY AND
BENEFITS
Warm-up
Vocabulary
Grammar: word
order
Reading:
advertisement
Writing: a letter of
application
The students are able to
understand the knowledge
about pay and benefits and are
able to have discussion on the
related topic.
14 Post Test It is proposed to evaluate the
students’ ability after attending
the course.
Table 3: Blueprint Result for Public Speaking.
No TOPICS OBJECTIVES
1 Pretest This session is intended to map
the initial students’ ability.
2 Introduction to the
course.
Public Speaking.
the preparation of delivering the
variety of public speaking.
3 The Process of
Public Speaking
(why public speaking
is important, the
Students are expected to be able
to identify the components of
getting message across to others
Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation
349
process of public
speaking)
4 Ethic of Public
Speaking
(Ethic in public
speaking)
Students are expected to be able
to explain and implement the
ethics in public speaking
5 Speaking
Confidently
(Communication
apprehension,
reducing
communication
apprehension, coping
with unexpected)
Students can understand the kind
and nature of communication
apprehension.
Students are able to identify
factors that cause communication
apprehension.
Students can cope the
communication apprehension
6 Audience Analysis
(conducting audience
analysis, types of
audience analysis,
implementing the
analysis)
Students are able to adapt the
speech to audience’s needs.
Students are able to gather
audience information to delivery
speech.
Students are able to use audience
analysis to alter the speech while
speaking
7 Purpose of Speaking
and selecting a topic.
(General Purposes,
Selecting a topic,
Specific Purposes)
Students are able to understand
the primary constraint of topic
selection.
Students can demonstrate an
understanding of how a topic is
narrowed down to specific
purpose.
Students can write the purpose of
speaking when selecting a topic
8 Supporting ideas
and building
arguments
(Exploring Types of
support, using support
and creating
arguments)
Students are able to support the
ideas and build the argument by
providing corroborating
evidence.
Students are able to build
argument by using support for
speech.
9 Introduction
(The Importance of
Introduction, the
attention-getter,
putting it together,
analyzing an
introduction)
Students can make the effective
introduction.
Students are able to gather
attention of the audience.
Students are able to make the
steps to complete introduction
and perform it.
10 Creating the body of
a speech
(Determining the
main ideas, using
common organization
patterns, keeping your
moving, analyzing
speech body)
Students are able to determine
the main ideas.
Students are able to understand
the common speech
organizational pattern.
Students are able to use transition
in speech
11 Concluding
(The importance of
conclusion, steps of
conclusion, analyzing
of conclusion)
Students are able to know and
perform the steps of conclusion
12 Outlining
(Type of Outlines,
using outlines for
success)
Students can understand the
importance of outlining in public
speaking.
Students are able to know the
kind of outlining.
Students can practice outlining to
help for success public speaking
13 Delivering the
speech
Students know and the method of
speech delivery.
(Four methods of
delivery, speaking
context that affect
delivery, using notes
effectively, practicing
for successful speech)
Students are able to use notes in
delivering the speech.
Students are able to understand
how to practice effectively for
good speech delivery.
14 Post Test It is proposed to evaluate the
students’ ability after attending
the course.
For three levels namely elementary, intermediate,
and basic working, they have the same topic to talk
for each meeting. What makes them different is
related to language work, vocabulary or learning
strategies. Topic based was chosen for this blueprint
since the students prepares for the TOEIC test. For
public speaking level, those are the students who has
the highest point of TOEIC mapping test. For this
level, the students discuss about the process of public
speaking, ethic of public speaking, speaking
confidently, audience analysis, purpose of speaking
and selecting a topic, supporting ideas, and building
arguments, introduction, body of speech, conclusion,
outlining and delivering speech. It tends to totally
different but actually, it is separated to make the
lecturer and student more focus for teaching and
learning process.
For the result of development, each of person in
charge compose the course book based on developed
blueprint. In composing this product, they tried refers
to many sources to strengthen the content of this
product. After that, the researcher implemented this
book in the process of teaching and learning purposes.
It was implemented for student at State Polytechnic
of Batam. In implementation section, this course book
is only used for the internal circulation especially for
trying out the product. There are about 32 students
from each department means that 8 students as the
representative of each department. Two parts of
questionnaire are given include English usage and
general respond to the product of course book. Some
indicators ask related to consistency of scientific
writing, form and editing pattern, usage format for
composing course book, attractiveness, classification,
style, and font as well as the content of course book.
The following items represent in detail the content of
questionnaire that was administered to the students.
1. Consistency
- This course book used consistent terms.
- This course book implemented consistent
fonts.
- Using consistent layout
2. Formatting
- Pages format is readable clearly.
ICAESS 2020 - The International Conference on Applied Economics and Social Science
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- Pages column is proportional in compare to
the used paper size.
- Column width makes the reader easy to read
the course book.
- Lay outing and typing are easy to follow by
the readers.
3. Attractiveness
- Front cover is interesting.
- Font and title are attractive.
- Pages’ color, picture and illustration are
interesting.
- Paper’s color and fonts are interesting.
- Typing for layout pattern is interesting.
4. Classification
- Material classification systematically
- Exercises are composed systematically.
5. Letter form and font size
- Letter form and font size is readable.
- Font size used is proportional.
6. Content
- There is clear formulation of competency.
- Load of knowledge that suitable with unit
competency.
- The material is in accordance with sequence
of competencies.
- The material is suitable with the students’
level ability.
- It is possible for the students to learn by
themselves.
- Exercises and task are easy to understand.
- The students can do the test dependently.
- Load comfortable knowledge and skill.
- The language is easy to understand.
Table 4 shows the result of course book try out for
small group of students. Most of the indicators shows
that the course book was accepted well by all of the
students. The criteria for multimedia development
namely <21% (very bad=VB), 21%-40% (bad=B),
41%-60% (good enough=GE), 61%-80% (good=G),
81%-100% (very good (VG) [6]. Based on the try out
given to small group of the students, about 25
indicators given, most of them included into good and
very good category
Table 4. Results of questionnaire.
NO INDICATORS
LEVEL
CATEGO
RY
BG
(%)
IN
(%)
BW
(%)
PS
(%)
Consistency
1 This course
book used
consistent
terms.
78 81 75 75 G, VG,
G, G
2 This course
book
implemented
consistent
fonts.
78 85 78 94 G, VG,
G, VG
3 Using
consistent
layout
68 75 69 72 G, G, G,
G
Formatting
4 Pages format
is readable
clearly.
78 78 78 78
G, G, G,
G
5 Pages column
is
proportional
in compare to
the used
paper size.
71 81 78 10
0
G, VG,
G, VG
6 Column
width makes
the reader
easy to read
the course
book.
78 84 78 78 G, VG,
G, G
7 Lay outing
and typing
are easy to
follow by the
readers.
75 75 75 84 G, G, G,
VG
Attractivene
ss
8 Front cover is
interesting
65 78 75 81 G, G, G,
G
9 Font and title
are attractive
71 75 66 66 G, G, G,
G
10
Pages’ color,
picture and
illustration
are
interesting.
75 84 84 47 G, VG
VG, GE
11
Paper’s color
and fonts are
interesting.
75
100
81 81 G, VG
VG, VG
12
Typing for
layout pattern
is interesting
75 69 81 94 G, G
VG, VG
Classificatio
n
13
Material
classification
systematicall
y
97 84 78 78 VG, VG
G, G
14 Exercises are
composed
systematicall
y
81 88 97 94 VG,
VG,
VG, VG
Letter form
and Font size
Coursebook Development for Higher Vocational Education in Purpose to English Test Preparation
351
15
Letter form
and font size
is readable
90 84 88 88 VG,
VG,
VG, VG
16
Font size
used is
proportional
81 84 81 94 VG,
VG,
VG, VG
Content
17
There is clear
formulation
of
competency
84 82 75 84 VG, VG
G, VG
18
Load of
knowledge
that suitable
with unit
competency.
78 91 94 84 G, VG
VG, VG
19
The material
is in
accordance
with
sequence of
competencies
.
94 91 78 94 VG, VG
G, VG
2
20
The material
is suitable
with the
students’
level ability.
97 69 97 93 VG, G,
VG, VG
2
21
It is possible
for the
students to
learn by
themselves.
86 75 88 97 VG, G,
VG, VG
22 Exercises and
task are easy
to
understand.
75
78 72 75 G, G, G,
G
23 The students
can do the test
dependently.
78 78 75 78 G, G, G,
G
24 Load
comfortable
knowledge
and skill
84 78 75 94 VG, G,
G, VG
25 There is clear
formulation
of
competency
88 72 75 84 VG, G,
G, VG
4 CONCLUSIONS
Developing a course book is indeed a challenging and
daunting project. This research in line with Zohrabi
(2011). A lot of time, energy, effort, and experience
are required to accomplish the purpose. Future
investigation and deeper analysis are very important
to conduct for making this research more valuable
and fruitful for those who want to prepare themselves
for English preparation especially the higher
vocational students. By conducting the development
and evaluation, it is concluded that this course book
is developed by using ADDIE method which start
from analysis, design, development, implementation,
and evaluation. Initial need analysis become the first
step to investigate the problems and needs of the
students. Based on analysis, it is found also that this
course book is well accepted by the students. The try
out was conducted and mostly the category of 25
indicators mostly shows good and very good. As in
Tomlinson (2006), there is no perfect course book,
each course book is used in every different situation,
background of students and they have different
objectives, needs, level of proficiency, intention,
prior knowledge, and cultural background. A course
book could not satisfy all the different tastes students,
lecturer, or stakeholder.
ACKNOWLEDGEMENTS
To God be the glory for this research finally
accomplished and published through this paper. The
researchers would like to send the gratitude for the
management of Politeknik Negeri Batam for giving
us chance and fund this research. Also thank to
research center and community service department
for organizing this agenda. To all friends and
colleagues who involved into this research, hopefully
the future research and publishing still keep
collaborating with you all.
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