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ABSTRACT Kristina Estisari. 2016. The Meanings of Teaching English to the Accounting
Department Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
The increased demand for professionals who are knowledgeable in business and management especially in the accounting field is accompanied by a
growing need for English for Business and Economics. One of the problems is
how to teach the English itself, whether teaching it as a content course or not. If the teachers teach English as a content course, they must be experts in Accounting
and master English. The students also have to spend their extra time learning Accounting through English. However, most of the teachers who teach English in
Accounting department are not content teachers. Related to that, this study aims to investigate how teachers who are not content teachers situate themselves
in relation to making an effective learning-teaching process for their development as
professionals and humans. To get a meaningful description of teaching English to accounting
department students, I have formulated the research question “What is the
meaning of teaching English to accounting department students?” This question
was answered through in-depth interviews, document checking and interpretation of the text. The research involved two teachers who are not content teachers as the
participants. The participants were two of the English lecturers at the Accounting Department, Sanata Dharma University, Yogyakarta. The experiences were
processed by transcribing the texts, coding, identifying the elements of theme development, and determining the emergent themes. Since it is a
phenomenological and hermeneutical study, the result is the description and interpretation of
the participants’ narrative. After describing the teachers’ lived experiences in a form of narrative, the
researcher intepreted the texts. From the interpretation of the texts, the meanings of teaching English to the accounting department students could be employed.
The result is all the meanings are transcendental meanings.They are autonomy, awareness,
understandingempathy, self-actualization,
struggle, equity,
disappoinment and feeling proud of the students. Based on the discussion, the teaching English to the accounting department students enabled teachers
themselves to be more self-actualized both as teachers and as human which means the ultimate goal of this research has been achieved.
Keywords:
meaning, teaching English, accounting department student PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xvi
ABSTRAK Kristina Estisari. 2016. The Meanings of Teaching English to the Accounting
Department Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
Permintaan yang meningkat akan profesional yang memiliki pengetahuan dalam bisnis dan manajemen khususnya dalam bidang akuntansi diiringi oleh
tumbuhnya kebutuhan akan kelas bahasa Inggris yang mengajarkan Bisnis dan Ekonomi. Permasalahannya adalah bagaimana mengajarkan bahasa Inggris itu
sendiri, apakah mengajarkan bahasa Inggris sebagai kelas dengan bahasa Inggris bertujuan khusus atau tidak. Jika dosen mengajarkan bahasa Inggris sebagai kelas
bahasa Inggris untuk tujuan khusus, dosen tersebut harus ahli dalam bidang Akuntansi dan menguasai bahasa Inggris.Para mahasiswa juga harus menyediakan
waktu lebih untuk belajar Akuntansi melalui bahasa Inggris. Akan tetapi kebanyakan dosen yang mengajar bahasa Inggris di jurusan Akuntansi bukanlah
dosen yang menguasai Akuntansi. Sehubungan dengan hal tersebut, penelitian ini bertujuan untuk mencari tahu bagaimana dosen yang bukan dosen Akuntansi
menempatkan diri mereka sendiri terkait dengan pembuatan proses belajar mengajar yang efektif untuk pengembangan diri mereka sendiri sebagai seorang
profesional dan manusia.
Untuk mendapatkan gambaran yang bermakna dari mengajar bahasa Inggris pada mahasiswa jurusan Akuntansi, peneliti membuat suatu pertanyaan.
Pertanyaan tersebut adalah “Apakah makna dari mengajar bahasa Inggris kepada mahasiswa jurusan A
kuntansi?” Pertanyaan ini dijawab melalui wawancara mendalam, peninjauan dokumen, dan interpretasi atas hasil yang didapat.
Penelitian ini melibatkan dua orang dosen yang bukan dosen Akuntansi yang mengajar bahasa Inggris di jurusan Akuntansi Universitas Sanata Dharma,
Yogyakarta sebagai peserta. Pengalaman mereka diproses dengan cara mentranskrip rekaman kedalam teks, memberi kode, mengidentifikasi elemen
dari pengembangan tema, dan menentukan tema. Setelah itu teks di intepretasikan untuk menemukan maknanya. Karena ini adalah penelitian hermeneutik
fenomenologi maka hasilnya adalah deskripsi dan interpretasi atas narasi peserta.
Setelah mendeskripsikan pengalaman hidup para dosen dalam bentuk narasi, peneliti kemudian mengintepretasikan teks. Dari interpretasi atas teks ini,
makna dari mengajar bahasa Inggris kepada mahasiswa jurusan Akuntansi dapat diperoleh. hasilnya adalah semua makna adalah makna transenden. Makna
tersebut yaitu otonomi, kepedulian, pengertian atau empati, aktualisasi diri, perjuangan,
kesetaraan, kekecewaan,
dan perasaan
bangga terhadap
mahasiswa.Berdasarkan diskusi, mengajar bahasa Inggris kepada mahasiswa jurusan Akuntansi membantu dosen untuk lebih mengaktualisasikan diri baik
sebagai dosen maupun sebagai manusia sehingga tujuan utama dari penelitian ini telah tercapai.
Kata kunci: makna, mengajar bahasa Inggris, mahasiswa jurusan
Akuntansi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I INTRODUCTION
This introductory chapter contains rationale of why this research is conducted. It presents reasons of the importance of this study along with the
context in current education in Indonesia. Those reasons explain both validity and feasibility of this research. This chapter consists of the background of the study,
the problem identification, the problem limitation, the statement of research questions, the research goals and the research benefits.
A. BACKGROUND OF STUDY
The mastery of a foreign language, especially English becomes one of the requirements for accounting students since English enables them to communicate
better with people from other countries, especially in this globalization era where Indonesia has to compete with all countries in all aspects especially in business
and economics. AFTA Asian Free Trade Association and AEC ASEAN Economic Community are some of the products of globalization which are
recently experienced by Asian countries. Considering the rise, the development of learning English as an international language and the quality of human
resources are becoming immediate concern. Education is a key of the development. In Indonesia, although English is considered as a foreign language,
the competence in mastering English is a must. It is supported by the Indonesian Education Ministry’s Policy no. 68 which states about the internal and external
challenge that Indonesian is facing. In relation with it, people are expected to be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2 competent in their own majors. English, in this case, is a language which enables
people to actively participate in their own fields to solve problems in any aspects of life according to their majors. It is the language which enables people to
cooperate and participate in international community to solve the challenge that the world facing. English has become an important key to master any fields as
textbooks are usually written in English. Moreover, it is spoken worldwide. For the accounting students, after they graduated from the accounting department,
they will be in business world. They need the communicative skills in English particularly speaking and listening skills in order to build the good interpersonal
relationship which will help them in business communication. They also need reading and writing skills in order to build good ability in doing business
transactions. However, teaching English is not easy when it has something to do with
teaching English to students who are not from English department, in this case to the accounting department students. There are some expectation for English
teachers who teach English to accounting students from the society, the institution and the students. The societies, those who worked in accounting field, expected
that the accounting graduates were well prepared and equipped with English when they were in the college.
Indirectly, teachers must be able to see widely the real need of English by the accounting department students to make the material
practical in use afterward. Moreover, it was difficult to find teachers who mastered both accounting
field and English. Therefore, the English teachers who taught the accounting students were demanded to know more about accounting field. Somehow, if the
3 teachers could not master the materials well it might raise the feeling of disability,
guilty, and resulting in unprofessional way in teaching. The institution itself relied on the teacher for the teaching with the expectation that the teacher would develop
the materials and the result later was that the students were competent enough to work and practice the language.
The students somehow also expected that the teacher mastered the English used in accounting field and was able to transfer the knowledge well. The students
who already learnt about accounting in some ways knew about accounting field better than the teachers. Teachers who were not ready with this would feel
underestimated or even intimidated by the students. Moreover the students demanded also that they got knowledge which was really useful and functional for
them later on. Furthermore the meaning of teaching English to the accounting students
department is not only empirical which means can be observed such as the improvement of teaching skills but it also involves transcendent meaning which is
beyond what is observable. Transcendent meaning is related to the moment in which teachers have the experience which is somehow difficult to explain; the
experience in which teachers have become more self-actualized not only as teachers but also as human. It is when they feel that there is something beyond
daily experience. To sum up, accounting field became the interest of this study since I knew
that the accounting department is everywhere but the reference books of teaching English to accounting students are limited. In the department, English was taught
since the students need to master it to fulfill the demand of doing the job. based on PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4 the studies above, this project is still feasible and reliable to be conducted. It is
understood that in teaching English, in order to have better communication, there has to be a reflection where teachers see again what they have done and relate it
with the meaning implied on teaching English so that they become more empowered. Besides, both teachers’ and students’ emphatic understanding are
needed to meet the goal of learning-teaching English language particularly in order to be better able to come to an understanding of the deeper meaning of an
aspect of teachers experiences in teaching English in the context of the whole teachers’ experience.
Based on the awareness and the understanding above, I placed my interest on the experience of the English teaching to accounting department students.
Hopefully it will contribute to the improvement of human life quality and current education in Indonesia.
B. PROBLEM IDENTIFICATION
The teaching of English to accounting department students involves many considerations during the process of preparations and the teaching itself. It is no
wonder that there might be many problems arise that can be recognized. As stated above that the competence of the accounting students become the main reasons of
the teaching of English to the students in the department. The competence cannot be achieved without well preparation like the arrangement of the syllabus, the
choice of authentic materials, and the exposure of the use of English, or competence or expert teacher in accounting field.
In Indonesia, the teaching of English in department or higher education is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 arranged and approved by the government as stated in the policies and known as
national curriculum. Anyway, the department is given its autonomy to arrange the teaching method, the material, and the arrangement of the teaching. All those
things are well arranged in the syllabus. Therefore, the syllabus of every department or higher education might be different.
The selection of the topic is closely related to the materials and it will build the type of the syllabus. The type of the syllabus offers the choices of the
teaching material. For accounting department, we have many options like teaching the grammar, the expressions used, the tasks, or the function of the language. The
significant matter is that we have to match the goal of the teaching with the topic, materials, and tasks.
Another option for the English teaching is whether we teach English as the content course or not. English for academic purposes offers the teaching in many
ways. The content course allows the learner learns the accounting materials using English language. Of course it needs extra energy spent since the teacher must be
expert on the accounting field and master English, and also the learners have to spend their extra time leaning accounting field through English. However, the
teachers who participate in this research are not content teachers. They are English teachers who teach General English in accounting department. Therefore it is
interesting to know how they are dealing with teaching matters which is too general for fulfilling accounting students’ needs.
Since the problems related to the teacher and the teaching were quite unique and complex, I am in
terested in discovering more about the teacher’s experience in teaching English to accounting department students. The interesting
