DEVELOPING ENGLISH SPEAKING MATERIAL FOR STUDENTS OF BUSINESS AND MANAGEMENT PROGRAM AT VOCATIONAL SCHOOL.
DEVELOPING ENGLISH SPEAKING MATERIAL FOR
STUDENTS OF BUSINESS AND MANAGEMENT
PROGRAM AT VOCATIONAL SCHOOL
THESIS
Presented As Partial Fulfillment of the Requirement for the Attainment of
the Degree of Sarjana Pendidikan In English Education Department
By
BERMAN LUMBANNAHOR
REG. NUMBER 2122121009
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Lumbannahor, Berman. Registration Number: 2122121009. Developing
English Speaking Material for Students of Business and Management
Program at Vocational School. A Thesis. English Educational Program, State
University Of Medan, 2016.
The objective of this study was to develop English speaking material based on
students’ needs. This study followed the steps of research and development
proposed by Borg and Gall which are 1) evaluation and need analysis; 2) material
development; 3) validation; 4) revision and final production. It was found that
83% students agreed that the existing materials currently used by the students
were irrelevant with business and management program. The irrelevance materials
were then developed through CTL approach and relevant with their study program
and work life situation. The learning materials were developed into 6 units of
speaking material. The learning materials were then validated by two experts. The
average score of the validation was 88, It showed that learning materials were
very good, relevant and feasible.
Keywords:
English speaking material, contextual teaching and learning,
Research & Development.
TABLE OF CONTENTS
Page
DECLARATION……………………………………………………...
ABSTRACT………………………………………………………… ... .
ACKNOWLEDGMENT……………………………………………...
TABLE OF CONTENTS...................................................................... .
LIST OF TABLES…………………………………………………… .
LIST OF FIGURES…………………………………………………...
LIST OF APPENDIXES……………………………………………...
i
ii
iv
vi
vii
viii
CHAPTER I: INTRODUCTION ........................................................
A. The Background of the Study .................................................
B. The Problems of the Study .....................................................
C. The Objectives of the Study ...................................................
D. The Scope of the Study ..........................................................
E. The Significance of the Study .................................................
1
1
7
7
8
8
CHAPTER II: REVIEW OF RELATED LITERATURE ................
A. Theoretical Framework ..........................................................
1. English for Specific Purpose .............................................
2. Learning Material ………………………………………...
a. speaking material…………………………………... ....
b. Principles for Teaching Speaking ..................................
3. Material Development………………………………… ....
a. Material Evaluation ………………………………………
b. Need Analysis ................................................................
4. Developing Speaking Material through CTL …. ............... .
5. Business English …………………………………………
B. Relevant Studies .................................................................... ..
C. Conceptual Framework……………………………………….
9
9
9
11
12
14
17
23
24
26
27
31
33
CHAPTER III: RESEARCH METHODOLOGY ............................. ..
A. Research Setting…………………………………………… . ..
B. Research Method .................................................................... ..
B. Data Sources ………………………………. ......................... ..
D. Research Instruments………………………………………. ..
E. Data Analysis……………………………………………… .. ..
D. Research Procedure ................................................................ ..
35
35
35
35
36
36
37
CHAPTER IV:
DATA, DATA ANALYSIS AND MATERIAL
DEVELOPMENT………………………………
A. The Data……………………………………………………
1. STEP 1: The Evaluation and Need Analysis…………...
2. STEP 2: Material Development………………………...
3. STEP 3: Material validation…………………………….
4. STEP 4: Revision and Final Production……………….
iv
43
43
43
49
67
68
CHAPTER V: CONCLUSION AND SUGGESTION……………...
A. Conclusion…………………………………………………..
B. Suggestion…………………………………………………..
69
69
70
REFERRENCES…………………………………………………… ... ..
APPENDIX…………………………………………………………... . ..
71
74
v
LIST OF TABLES
Pages
Table 2.2 Types of Speaking............................................................................... 13
Table 3.1 The Categorization Criteria of Evaluation .......................................... 38
Table 3.2 The Categorization Criteria of Need Analysis .................................... 40
Table 3.3 The Improvement Categorization Criteria .......................................... 41
Table 3.4 Parameter of Validating the Speaking Material .................................. 42
Table 4.1 Analysis of Teaching and learning Evaluarion ................................... 44
Table 4.1 Analysis of Students’ Needs ............................................................... 47
Table 4.1 Indicators for the New Basic Competence on the New Syllabus ....... 51
Table 4.2 Topics Used in New Basic Competence on New Syllabus ................. 52
Table 4.3 Learning Method of the New Topic in Basic Competence ................. 53
Table 4.4 Time Allocation for the New Basic Competence ............................... 54
vi
LIST OF FIGURES
Pages
Figure 2.1 Materials evaluation process.............................................................. 24
Figure 3.1 Material Development Procedure………………………………… .. 37
Figure 4.1 First structure of the course book ...................................................... 57
vii
LIST OF APPENDIXES
Pages
Appendix A: Teaching and Learning Evaluation................................................ 74
Appendix B: Need Analysis ................................................................................ 75
Appendix C: Topics of Speaking Material ......................................................... 76
Appendix D: Peer Review for Material Condition ............................................ 77
Appendix E: Material Validation Instrument ...................................................... 78
Appendix F: Existing Syllabus ...........................................................................
Appendix G: New Syllabus.................................................................................
Appendix H: Final Product .................................................................................
viii
REFERENCES
Ampa, Andi Tenri. 2013. The Students’ Needs in Developing Learning Materials
for Speaking Skills in Indonesia. Journal of Education and Practice.
4(7)
Anwar, Munash. 2007. English in Progress. Jakarta: Yudhistira
Basri, Muhammad. 2013. The Development of Contextual Learning Materials for
the English Speaking Skills. International Journal of Education and
Research. 1(9)
Brown, doughlas. 2001. Teaching by principles (an interaction approach to
language pedagogy). New York: Addison Wesley Longman.
Brumfit, Christopher. 1994. Communicative methodology in language teaching.
New Castle: Althenaeum Press Ltd, Newcastle Upon Tyne.
Byrne, Donn. 1980. English Teaching perspectives. Singapore: Longman Group.
Çağrı Tuğrul Mart. 2012. Developing Speaking Skills through Reading.
International Journal of English Linguistics. 2(6)
CMD Team Teaching. 2014. Curriculm And Material development (CMD).
Medan
Dick and Carey. 2005. The systematic design of instruction. New York: Library of
Congress Cataloging
Dickinson, Paul. 2010. Evaluating and adapting materials for young learners.
Singapore: Longman Group.
Dirgeyasa, I Wy, 2011. The Study of Need Analysis of Tourism Topics and
English Linguistics Features through Local-based Needs at the
Golden Triangle Tourism Destination in North Sumatra Province
Indonesia. Asian EFL Journal Issue 86. 8 (7)
Dini, Erika. 2015. Developing English Supplementary Speaking Materials Based
on the Contextual Teaching and Learning for The Tenth Grade
Students of Senior High Schools. Yogyakarta: Yogyakarta State
University
Erawati, Fitri. 2015. Developing English Speaking Materials for Students of
Culinary Study Program at Vocational School through Task-Based
Learning. Medan: State University of Medan.
71
Fulcher, Glenn. 2003. Testing second language speaking. London: Pearson
Education
Harmer, Jeremy. 2004. How to teach English. Kualalumpur: Pearson Education
Hughes, Rebecca. 2002. Teaching and researching speaking. Oxford: Pearson
Education
Hutchinson, Tom. 2016. English for specific Purposes. Cambridge University
Press
Irmayantia, Dian 2012. Developing english speaking learning materialsfor the
personnel of small-scale craft industries and department of industry,
trade, and cooperatives in kebumen district. Yogyakarta: State
university of Yogyakarta
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a
Second Language.
Kem, errold. 1997. Instructional design: a plan for unit and course development.
New York: Library of Congress Catalog
Kusuma. Parwakal. 2013. Developing an english speaking material for the grade
eleven students of automotive engineering at smk sanjaya ngawen in
the academic year 2013 – 2014. Yogyakarta: state University of
Yogyakarta
Manurung, Konder. 2014. Improving the speaking skill using reading contextual
internet-based instructional materials in an EFL class in Indonesia.
Journal of science direct. 3 (5)
Nunan, David. 2000. Second language teaching & learning. Canada: Heinle &
Heinle
Oradee,
Thanyalak. 2012. Developing Speaking Skills Using Three
Communicative Activities (Discussion, Problem-Solving, and
RolePlaying). International Journal of Social Science and Humanity.
2(6)
Paramasivam, Shamala. 2013. Materials development for speaking skills in
aviation english for malaysian air traffic controllers: theory and
practice. The journal of teaching english for specific and academic
purposes. 1(2)
Prawiradilaga, dewi. 2008. Instructional design principles. Jakarta: Kencana
72
Sadtono, E. (1987). Antologi pengajaran bahasa asing khususnya pengajaran
bahasa inggris. Yogyakarta: Penerbit Graha Ilmu
Setiayadi, Bambang. 2006. Teaching English as a foreign language. Yogyakarta:
Penerbit Graha Ilmu
Siregar, Masitowarni. 2014. Diktat Teaching English as foreign language. Medan
Somjai, Satit. 2015. The Use Of Debate Technique To Develop Speaking Ability
Of Grade Ten Students At Bodindecha (Sing Singhaseni) School.
International Journal of Technical Research and Applications. 4 (9)
Tomlinson, Brian. 1998. Material Development in Language Teaching.
Cambridge: Cambridge University Press
Tomlinson, Brian. 2013. Developing Materials for Language Teaching.
Bloomsbury. Cambridge: Cambridge University Press
Weir, Cyrul. 2001. Communicative language testing. London: Prentice Hall
International
73
69
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the results and analysis of the research, some conclusion and
suggestions are described as follows:
A. Conclusion
1.
Generally, the existing English speaking material was less relevant with the
needs of the students in business and management program. In term of
topics, they are not relevant with the business and management program, it
makes the students are less motivated in learning English. In term of
practices, they are not well designed, the practices do not help and ease the
students to promote their speaking skill, and as a result their speaking skill
is low.
2.
The speaking materials needed by the students should be relevant and be
related to the real life situation namely business context. The topics needed
in the work situation are: handling customer, job interview, handling
complaints, handling reservation, business greetings, and sympathy.
3.
The design of the speaking material is contextual teaching and learning, the
structure of the material in each units follow the principle of CTL; they were
relating, experiencing, applying, cooperating and transferring. The contents
encourage students to practice by doing role-playing and creating so that the
students can foster their speaking skill easier and faster.
69
70
B. Suggestion
In line with the conclusion above, some suggestions are recommended as
follows:
1. It is suggested that the English teacher of vocational school should be more
responsive with the needs of the students. The teacher should be able and
creative to provide the relevant materials to the students’ needs or in other
words the students of business and management program should be given
Business English Conversation.
2. It is suggested that the English teacher should be perceptive with the
practices and materials given whether they are useful in helping the students
to increase their speaking skill or not. The teacher should realize whether
the material given new horizon and knowledge about the students major, in
this case business and management program. If they are not, the teacher
should use contextual teaching and learning approach in their material.
3. The new materials in this study has validated in terms of relevancy,
contents, layout and linguistic feature by an ESP expert, and the result
shows that it is good, relevant and feasible, so it is suggested for the English
teacher to use this material to increase the students’ speaking skill easier and
faster, and for the other researchers who do the same study to develop the
English materials for business and management program.
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Speaking skill is crucial for vocational students, especially for Business
and Management students (BM students). Related to their major, BM students
need to have good public speaking because public speaking will be crucial role to
help them in doing presentation, promoting, ordering, meeting and selling. Reason
to choose speaking skill in this study was generally that it will be very useful to
students’ achievement in learning English.
One of the ways to assist the BM students in fostering their speaking skill
is through providing learning materials, as Moore (2001) says that the success of
teaching and learning process is determined by a good preparation which contains
six components, namely: topic, objective of learning, learning materials, activity,
instrument / media and evaluation. In short, learning materials are one of the
elements that determine the success in teaching and learning process. So, by
providing learning materials for the speaking activity, it can help the students to
increase their speaking skill
Learning material is a form of systematically-organized media to help
students in learning. It is used as a source that facilitates students to get
information, knowledge, and skills out of schools’ teaching and learning process
(Tomlinson, 2008: 114). This statement was also supported by O'Neill (1990)
Materials must be suitable for students' needs, even if they are not designed
1
2
specifically for them, the textbooks make it possible for students to review and
prepare their lessons, the textbooks are efficient in terms of time and money, and
that textbooks can and should allow for adaptation and improvisation. It is true
that in many cases teachers and students rely heavily on textbooks, and textbooks
determine the components and methods of learning, that is, they control the
content, methods, and procedures of learning. Students learn what is presented in
the textbook, and the way the textbook presents material is the way students learn
it. The educational philosophy of the textbook will influence the class and the
learning process. Therefore, in many cases, materials are the center of instruction
and one of the most important influences on what goes on in the classroom.
Furthermore, to support the public speaking achievement of BM students
in order to foster their speaking skill easier and faster, Developing English for
Specific Purpose (ESP) was intended to improve the students’ skill especially for
students at SMK. This statement was supported by Hutchinson and Waters (1987)
who stated that ESP materials focus on the learner, so the clear relevance of the
English course to their needs would improve the learners’ motivation and thereby
make learning better and faster.
Mellouki (2012) also argues that ESP had become an important area in
English Language Teaching (ELT) since there were a large variety of majors in
vocational school Education for which courses tailored to the needs of
students were of paramount importance to achieve effective learning.
Esteban (2002) also argues that ESP learning materials is as means to
prepare the students to their target situation. Relevance learning materials to the
3
students’ field of specialization can provide a bridge between English teaching
and other subject of the students are engaged in, expands the students’ knowledge
of their major and present vocabulary in authentic way.
It is briefly stated that the competencies standard in KTSP (School Based
Curriculum) of English for SMK are; 1) students are expected to be able to
express the meaning of transactional conversation, 2) students are able to express
the meaning of text in oral. Speaking skill must be taught to the students because
it is one of language skill besides reading, listening and writing. Moreover,
students are expected to be able to communicate English well (Depdiknas, 2006:
305)
But the fact, based on the observation done toward the BM students at
SMK BM PANCA BUDI Medan, it was found that their speaking didn’t reach the
competency; the students still get difficulties in doing conversation and
presentation. It was also difficult for them to express and even to understand the
transactional conversation and text in the book.
However, the success of teaching and learning process is not only coming
from the effort of the students themselves, but it simply determine by a good
preparation which contains six components; topic, objective of learning materials,
activity, instruments, media and evaluation. Learning material is the crucial one
because it will support the teaching and learning process.
In fact, based on the previous observation done on the student’s English
textbook, the textbook didn’t provide the relevant speaking learning material. The
topics used were still irrelevance with business and management program. It could
4
be proven by learning material provided in this book; “English in Progress” by
Yudhistira. The conversations used in this textbook were not suitable to the
program of business and management. In chapter 17, the topic is about “Regrets &
Apalogies”, the conversation used in this chapter was about “pain of relationship”
instead of “occupation, firing or lose”. Next in chapter 18, it’s about “symphaty”,
the conversation was about “accident and hospital” instead of “showing sympathy
for economic society or business problem”.
Here is an example of the irrelevance conversations in textbook:
Activity 5: role-play the dialogue
Bruce : has Allan shown up yet?
Robin : nope. I guess something might have come up.
Bruce : I wonder what happened.
Robin : I don’t know. I hope it’s nothing serious.
Bruce : last week his sister was admitted to the hospital.
Robin : Oh? What happened?
Bruce : his sister had a car accident last week.
Robin : is she fine now?
Bruce : she’s still a coma.
Robin : oh poor Allan. His sister is the only he has left since his parents died last
year
It is not in line with the concept of Contextual Teaching and Learning (CTL)
which believes that students will be able to learn better if they connect the content
which they are currently studying to the life context in which the content can also
be applied. This approach is the most appropriate to be used as the basic of
designing the speaking materials because of its foundation, and constructivism. It
will make the students understand and solve the problems, express and develop
their ideas.
5
This study aimed to design supplementary speaking materials based
on Contextual Teaching and Learning (CTL). The supplementary materials
would be business conversations based on topics that are needed by the students.
The supplementary materials were developed to help the students in improving
their speaking skill by providing such a guide book which contains English
supplementary speaking material. This guide book can be used by the students as
additional and compliment material for their inappropriate book with their major.
CTL is an approach of teaching and learning that helps the teacher to relate
subject materials to the real world situations and motivates the student to make
connection between knowledge and its application to their daily life. According to
Johnson (2005:25):
“CTL is an educational process that aims to help student see meaning in
the academic material they are studying by connecting academic subject
with the context of their daily lives, that is with the context of their
personal, social and cultural circumstances. To achieve this aim, system
encompasses the following eight components: making meaningful
connection, doing significant work, self-regulating learning,
collaborating, critical and creative thinking, nurturing the individual,
reaching high standards, and using authentic assessment.”
Contextual Teaching and Learning also encourages the material
developer to design the material contextually based on the students’ real
life, students’ needs, students’ previous knowledge and students’ meaningful
learning experience. By looking at the importance of the concept, Contextual
Teaching and Learning was considered as the aspect in designing a set of
instructional English speaking materials in this study. As stated by Tomlinson
(2008:5), helping learners to participate in meaningful communication in
6
which they are using languages to achieve intended outcomes is essential to
the development of their communicative competence.
Dini (2015) found the benefits of Contextual Teaching and Learning on
her study, namely teachers could teach some expressions in English used in daily
life. The teachers could gain students’ interest and attention by giving good
examples in the learning process by using attractive media and exciting learning
method.
Irmayanti (2012) also conducted the study about English speaking material
development. The objective of this study was to develop suitable English
speaking learning materials for the personnel of small-scale craft industries
and Department of Industry, Trade, and Cooperatives of Kebumen district.
The English speaking learning materials were developed to fulfill the needs of the
personnel for suitable English speaking learning materials. The English speaking
learning materials were used to develop the personnel’s English speaking skill.
They needed to improve their English speaking competence in order to be able
to communicate with foreign buyers when they conduct craft exhibition in
international craft trade fairs.
Based on the explanation above, English supplementary speaking material
development was intended to support the success of the teaching and learning
process at BM students. It was considered can help the students to learn
effectively and be more interested and motivated in learning English.
7
B. The Problems of the Study
Based on the background of the study, the problems of the study were
formulated in form of questions:
1.
How were the existing English speaking materials of the students of
Business and Management program at SMK BM PANCA BUDI Medan?
2.
What were the relevant English speaking materials needed by students of
Business and Management program at SMK BM PANCA BUDI Medan?
3.
How were the English speaking materials developed for students of
Business and Management program at SMK BM PANCA BUDI Medan?
C. The Objectives of the Study
Based on the problems of the study, the objectives of the study were:
1. To know the existing English speaking material used currently by the
Students of Business and Management program at SMK BM PANCA
BUDI Medan?
2. To find out the relevant English speaking materials needed by students of
Business and Management program at SMK BM PANCA BUDI Medan?
3. To develop relevant English speaking materials through contextual
teaching and learning approach for students of Business and Management
program at BM PANCA BUDI Medan?
8
D. The Scope of the Study
This study was limited only on analyzing the students’ needs in learning
English especially speaking skill. This study also deal with the development of
English supplementary speaking materials through contextual teaching and
learning which focused on the relevant transactional conversations for the students
because people who work in this field need to communicate well and have
qualified public speaking.
E. The Significances of the Study
The significances of the study were classified into two – theoretically and
practically. Theoretically, this study enriched information how to develop English
speaking material for the business and management students.
Meanwhile, the practical significances of the study were expected to
contribute; 1) BM Students, as a source of information and references to widen
their horizon about the topics discussed in the research. 2) English teacher, as a
source of information and references in order to enrich their knowledge and
horizon about topics discussed. 3) Other researchers, as references to conduct
similar research.
STUDENTS OF BUSINESS AND MANAGEMENT
PROGRAM AT VOCATIONAL SCHOOL
THESIS
Presented As Partial Fulfillment of the Requirement for the Attainment of
the Degree of Sarjana Pendidikan In English Education Department
By
BERMAN LUMBANNAHOR
REG. NUMBER 2122121009
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Lumbannahor, Berman. Registration Number: 2122121009. Developing
English Speaking Material for Students of Business and Management
Program at Vocational School. A Thesis. English Educational Program, State
University Of Medan, 2016.
The objective of this study was to develop English speaking material based on
students’ needs. This study followed the steps of research and development
proposed by Borg and Gall which are 1) evaluation and need analysis; 2) material
development; 3) validation; 4) revision and final production. It was found that
83% students agreed that the existing materials currently used by the students
were irrelevant with business and management program. The irrelevance materials
were then developed through CTL approach and relevant with their study program
and work life situation. The learning materials were developed into 6 units of
speaking material. The learning materials were then validated by two experts. The
average score of the validation was 88, It showed that learning materials were
very good, relevant and feasible.
Keywords:
English speaking material, contextual teaching and learning,
Research & Development.
TABLE OF CONTENTS
Page
DECLARATION……………………………………………………...
ABSTRACT………………………………………………………… ... .
ACKNOWLEDGMENT……………………………………………...
TABLE OF CONTENTS...................................................................... .
LIST OF TABLES…………………………………………………… .
LIST OF FIGURES…………………………………………………...
LIST OF APPENDIXES……………………………………………...
i
ii
iv
vi
vii
viii
CHAPTER I: INTRODUCTION ........................................................
A. The Background of the Study .................................................
B. The Problems of the Study .....................................................
C. The Objectives of the Study ...................................................
D. The Scope of the Study ..........................................................
E. The Significance of the Study .................................................
1
1
7
7
8
8
CHAPTER II: REVIEW OF RELATED LITERATURE ................
A. Theoretical Framework ..........................................................
1. English for Specific Purpose .............................................
2. Learning Material ………………………………………...
a. speaking material…………………………………... ....
b. Principles for Teaching Speaking ..................................
3. Material Development………………………………… ....
a. Material Evaluation ………………………………………
b. Need Analysis ................................................................
4. Developing Speaking Material through CTL …. ............... .
5. Business English …………………………………………
B. Relevant Studies .................................................................... ..
C. Conceptual Framework……………………………………….
9
9
9
11
12
14
17
23
24
26
27
31
33
CHAPTER III: RESEARCH METHODOLOGY ............................. ..
A. Research Setting…………………………………………… . ..
B. Research Method .................................................................... ..
B. Data Sources ………………………………. ......................... ..
D. Research Instruments………………………………………. ..
E. Data Analysis……………………………………………… .. ..
D. Research Procedure ................................................................ ..
35
35
35
35
36
36
37
CHAPTER IV:
DATA, DATA ANALYSIS AND MATERIAL
DEVELOPMENT………………………………
A. The Data……………………………………………………
1. STEP 1: The Evaluation and Need Analysis…………...
2. STEP 2: Material Development………………………...
3. STEP 3: Material validation…………………………….
4. STEP 4: Revision and Final Production……………….
iv
43
43
43
49
67
68
CHAPTER V: CONCLUSION AND SUGGESTION……………...
A. Conclusion…………………………………………………..
B. Suggestion…………………………………………………..
69
69
70
REFERRENCES…………………………………………………… ... ..
APPENDIX…………………………………………………………... . ..
71
74
v
LIST OF TABLES
Pages
Table 2.2 Types of Speaking............................................................................... 13
Table 3.1 The Categorization Criteria of Evaluation .......................................... 38
Table 3.2 The Categorization Criteria of Need Analysis .................................... 40
Table 3.3 The Improvement Categorization Criteria .......................................... 41
Table 3.4 Parameter of Validating the Speaking Material .................................. 42
Table 4.1 Analysis of Teaching and learning Evaluarion ................................... 44
Table 4.1 Analysis of Students’ Needs ............................................................... 47
Table 4.1 Indicators for the New Basic Competence on the New Syllabus ....... 51
Table 4.2 Topics Used in New Basic Competence on New Syllabus ................. 52
Table 4.3 Learning Method of the New Topic in Basic Competence ................. 53
Table 4.4 Time Allocation for the New Basic Competence ............................... 54
vi
LIST OF FIGURES
Pages
Figure 2.1 Materials evaluation process.............................................................. 24
Figure 3.1 Material Development Procedure………………………………… .. 37
Figure 4.1 First structure of the course book ...................................................... 57
vii
LIST OF APPENDIXES
Pages
Appendix A: Teaching and Learning Evaluation................................................ 74
Appendix B: Need Analysis ................................................................................ 75
Appendix C: Topics of Speaking Material ......................................................... 76
Appendix D: Peer Review for Material Condition ............................................ 77
Appendix E: Material Validation Instrument ...................................................... 78
Appendix F: Existing Syllabus ...........................................................................
Appendix G: New Syllabus.................................................................................
Appendix H: Final Product .................................................................................
viii
REFERENCES
Ampa, Andi Tenri. 2013. The Students’ Needs in Developing Learning Materials
for Speaking Skills in Indonesia. Journal of Education and Practice.
4(7)
Anwar, Munash. 2007. English in Progress. Jakarta: Yudhistira
Basri, Muhammad. 2013. The Development of Contextual Learning Materials for
the English Speaking Skills. International Journal of Education and
Research. 1(9)
Brown, doughlas. 2001. Teaching by principles (an interaction approach to
language pedagogy). New York: Addison Wesley Longman.
Brumfit, Christopher. 1994. Communicative methodology in language teaching.
New Castle: Althenaeum Press Ltd, Newcastle Upon Tyne.
Byrne, Donn. 1980. English Teaching perspectives. Singapore: Longman Group.
Çağrı Tuğrul Mart. 2012. Developing Speaking Skills through Reading.
International Journal of English Linguistics. 2(6)
CMD Team Teaching. 2014. Curriculm And Material development (CMD).
Medan
Dick and Carey. 2005. The systematic design of instruction. New York: Library of
Congress Cataloging
Dickinson, Paul. 2010. Evaluating and adapting materials for young learners.
Singapore: Longman Group.
Dirgeyasa, I Wy, 2011. The Study of Need Analysis of Tourism Topics and
English Linguistics Features through Local-based Needs at the
Golden Triangle Tourism Destination in North Sumatra Province
Indonesia. Asian EFL Journal Issue 86. 8 (7)
Dini, Erika. 2015. Developing English Supplementary Speaking Materials Based
on the Contextual Teaching and Learning for The Tenth Grade
Students of Senior High Schools. Yogyakarta: Yogyakarta State
University
Erawati, Fitri. 2015. Developing English Speaking Materials for Students of
Culinary Study Program at Vocational School through Task-Based
Learning. Medan: State University of Medan.
71
Fulcher, Glenn. 2003. Testing second language speaking. London: Pearson
Education
Harmer, Jeremy. 2004. How to teach English. Kualalumpur: Pearson Education
Hughes, Rebecca. 2002. Teaching and researching speaking. Oxford: Pearson
Education
Hutchinson, Tom. 2016. English for specific Purposes. Cambridge University
Press
Irmayantia, Dian 2012. Developing english speaking learning materialsfor the
personnel of small-scale craft industries and department of industry,
trade, and cooperatives in kebumen district. Yogyakarta: State
university of Yogyakarta
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CHAPTER V
CONCLUSION AND SUGGESTION
Based on the results and analysis of the research, some conclusion and
suggestions are described as follows:
A. Conclusion
1.
Generally, the existing English speaking material was less relevant with the
needs of the students in business and management program. In term of
topics, they are not relevant with the business and management program, it
makes the students are less motivated in learning English. In term of
practices, they are not well designed, the practices do not help and ease the
students to promote their speaking skill, and as a result their speaking skill
is low.
2.
The speaking materials needed by the students should be relevant and be
related to the real life situation namely business context. The topics needed
in the work situation are: handling customer, job interview, handling
complaints, handling reservation, business greetings, and sympathy.
3.
The design of the speaking material is contextual teaching and learning, the
structure of the material in each units follow the principle of CTL; they were
relating, experiencing, applying, cooperating and transferring. The contents
encourage students to practice by doing role-playing and creating so that the
students can foster their speaking skill easier and faster.
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B. Suggestion
In line with the conclusion above, some suggestions are recommended as
follows:
1. It is suggested that the English teacher of vocational school should be more
responsive with the needs of the students. The teacher should be able and
creative to provide the relevant materials to the students’ needs or in other
words the students of business and management program should be given
Business English Conversation.
2. It is suggested that the English teacher should be perceptive with the
practices and materials given whether they are useful in helping the students
to increase their speaking skill or not. The teacher should realize whether
the material given new horizon and knowledge about the students major, in
this case business and management program. If they are not, the teacher
should use contextual teaching and learning approach in their material.
3. The new materials in this study has validated in terms of relevancy,
contents, layout and linguistic feature by an ESP expert, and the result
shows that it is good, relevant and feasible, so it is suggested for the English
teacher to use this material to increase the students’ speaking skill easier and
faster, and for the other researchers who do the same study to develop the
English materials for business and management program.
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Speaking skill is crucial for vocational students, especially for Business
and Management students (BM students). Related to their major, BM students
need to have good public speaking because public speaking will be crucial role to
help them in doing presentation, promoting, ordering, meeting and selling. Reason
to choose speaking skill in this study was generally that it will be very useful to
students’ achievement in learning English.
One of the ways to assist the BM students in fostering their speaking skill
is through providing learning materials, as Moore (2001) says that the success of
teaching and learning process is determined by a good preparation which contains
six components, namely: topic, objective of learning, learning materials, activity,
instrument / media and evaluation. In short, learning materials are one of the
elements that determine the success in teaching and learning process. So, by
providing learning materials for the speaking activity, it can help the students to
increase their speaking skill
Learning material is a form of systematically-organized media to help
students in learning. It is used as a source that facilitates students to get
information, knowledge, and skills out of schools’ teaching and learning process
(Tomlinson, 2008: 114). This statement was also supported by O'Neill (1990)
Materials must be suitable for students' needs, even if they are not designed
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specifically for them, the textbooks make it possible for students to review and
prepare their lessons, the textbooks are efficient in terms of time and money, and
that textbooks can and should allow for adaptation and improvisation. It is true
that in many cases teachers and students rely heavily on textbooks, and textbooks
determine the components and methods of learning, that is, they control the
content, methods, and procedures of learning. Students learn what is presented in
the textbook, and the way the textbook presents material is the way students learn
it. The educational philosophy of the textbook will influence the class and the
learning process. Therefore, in many cases, materials are the center of instruction
and one of the most important influences on what goes on in the classroom.
Furthermore, to support the public speaking achievement of BM students
in order to foster their speaking skill easier and faster, Developing English for
Specific Purpose (ESP) was intended to improve the students’ skill especially for
students at SMK. This statement was supported by Hutchinson and Waters (1987)
who stated that ESP materials focus on the learner, so the clear relevance of the
English course to their needs would improve the learners’ motivation and thereby
make learning better and faster.
Mellouki (2012) also argues that ESP had become an important area in
English Language Teaching (ELT) since there were a large variety of majors in
vocational school Education for which courses tailored to the needs of
students were of paramount importance to achieve effective learning.
Esteban (2002) also argues that ESP learning materials is as means to
prepare the students to their target situation. Relevance learning materials to the
3
students’ field of specialization can provide a bridge between English teaching
and other subject of the students are engaged in, expands the students’ knowledge
of their major and present vocabulary in authentic way.
It is briefly stated that the competencies standard in KTSP (School Based
Curriculum) of English for SMK are; 1) students are expected to be able to
express the meaning of transactional conversation, 2) students are able to express
the meaning of text in oral. Speaking skill must be taught to the students because
it is one of language skill besides reading, listening and writing. Moreover,
students are expected to be able to communicate English well (Depdiknas, 2006:
305)
But the fact, based on the observation done toward the BM students at
SMK BM PANCA BUDI Medan, it was found that their speaking didn’t reach the
competency; the students still get difficulties in doing conversation and
presentation. It was also difficult for them to express and even to understand the
transactional conversation and text in the book.
However, the success of teaching and learning process is not only coming
from the effort of the students themselves, but it simply determine by a good
preparation which contains six components; topic, objective of learning materials,
activity, instruments, media and evaluation. Learning material is the crucial one
because it will support the teaching and learning process.
In fact, based on the previous observation done on the student’s English
textbook, the textbook didn’t provide the relevant speaking learning material. The
topics used were still irrelevance with business and management program. It could
4
be proven by learning material provided in this book; “English in Progress” by
Yudhistira. The conversations used in this textbook were not suitable to the
program of business and management. In chapter 17, the topic is about “Regrets &
Apalogies”, the conversation used in this chapter was about “pain of relationship”
instead of “occupation, firing or lose”. Next in chapter 18, it’s about “symphaty”,
the conversation was about “accident and hospital” instead of “showing sympathy
for economic society or business problem”.
Here is an example of the irrelevance conversations in textbook:
Activity 5: role-play the dialogue
Bruce : has Allan shown up yet?
Robin : nope. I guess something might have come up.
Bruce : I wonder what happened.
Robin : I don’t know. I hope it’s nothing serious.
Bruce : last week his sister was admitted to the hospital.
Robin : Oh? What happened?
Bruce : his sister had a car accident last week.
Robin : is she fine now?
Bruce : she’s still a coma.
Robin : oh poor Allan. His sister is the only he has left since his parents died last
year
It is not in line with the concept of Contextual Teaching and Learning (CTL)
which believes that students will be able to learn better if they connect the content
which they are currently studying to the life context in which the content can also
be applied. This approach is the most appropriate to be used as the basic of
designing the speaking materials because of its foundation, and constructivism. It
will make the students understand and solve the problems, express and develop
their ideas.
5
This study aimed to design supplementary speaking materials based
on Contextual Teaching and Learning (CTL). The supplementary materials
would be business conversations based on topics that are needed by the students.
The supplementary materials were developed to help the students in improving
their speaking skill by providing such a guide book which contains English
supplementary speaking material. This guide book can be used by the students as
additional and compliment material for their inappropriate book with their major.
CTL is an approach of teaching and learning that helps the teacher to relate
subject materials to the real world situations and motivates the student to make
connection between knowledge and its application to their daily life. According to
Johnson (2005:25):
“CTL is an educational process that aims to help student see meaning in
the academic material they are studying by connecting academic subject
with the context of their daily lives, that is with the context of their
personal, social and cultural circumstances. To achieve this aim, system
encompasses the following eight components: making meaningful
connection, doing significant work, self-regulating learning,
collaborating, critical and creative thinking, nurturing the individual,
reaching high standards, and using authentic assessment.”
Contextual Teaching and Learning also encourages the material
developer to design the material contextually based on the students’ real
life, students’ needs, students’ previous knowledge and students’ meaningful
learning experience. By looking at the importance of the concept, Contextual
Teaching and Learning was considered as the aspect in designing a set of
instructional English speaking materials in this study. As stated by Tomlinson
(2008:5), helping learners to participate in meaningful communication in
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which they are using languages to achieve intended outcomes is essential to
the development of their communicative competence.
Dini (2015) found the benefits of Contextual Teaching and Learning on
her study, namely teachers could teach some expressions in English used in daily
life. The teachers could gain students’ interest and attention by giving good
examples in the learning process by using attractive media and exciting learning
method.
Irmayanti (2012) also conducted the study about English speaking material
development. The objective of this study was to develop suitable English
speaking learning materials for the personnel of small-scale craft industries
and Department of Industry, Trade, and Cooperatives of Kebumen district.
The English speaking learning materials were developed to fulfill the needs of the
personnel for suitable English speaking learning materials. The English speaking
learning materials were used to develop the personnel’s English speaking skill.
They needed to improve their English speaking competence in order to be able
to communicate with foreign buyers when they conduct craft exhibition in
international craft trade fairs.
Based on the explanation above, English supplementary speaking material
development was intended to support the success of the teaching and learning
process at BM students. It was considered can help the students to learn
effectively and be more interested and motivated in learning English.
7
B. The Problems of the Study
Based on the background of the study, the problems of the study were
formulated in form of questions:
1.
How were the existing English speaking materials of the students of
Business and Management program at SMK BM PANCA BUDI Medan?
2.
What were the relevant English speaking materials needed by students of
Business and Management program at SMK BM PANCA BUDI Medan?
3.
How were the English speaking materials developed for students of
Business and Management program at SMK BM PANCA BUDI Medan?
C. The Objectives of the Study
Based on the problems of the study, the objectives of the study were:
1. To know the existing English speaking material used currently by the
Students of Business and Management program at SMK BM PANCA
BUDI Medan?
2. To find out the relevant English speaking materials needed by students of
Business and Management program at SMK BM PANCA BUDI Medan?
3. To develop relevant English speaking materials through contextual
teaching and learning approach for students of Business and Management
program at BM PANCA BUDI Medan?
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D. The Scope of the Study
This study was limited only on analyzing the students’ needs in learning
English especially speaking skill. This study also deal with the development of
English supplementary speaking materials through contextual teaching and
learning which focused on the relevant transactional conversations for the students
because people who work in this field need to communicate well and have
qualified public speaking.
E. The Significances of the Study
The significances of the study were classified into two – theoretically and
practically. Theoretically, this study enriched information how to develop English
speaking material for the business and management students.
Meanwhile, the practical significances of the study were expected to
contribute; 1) BM Students, as a source of information and references to widen
their horizon about the topics discussed in the research. 2) English teacher, as a
source of information and references in order to enrich their knowledge and
horizon about topics discussed. 3) Other researchers, as references to conduct
similar research.