DEVELOPING ENGLISH READING MATERIALS FOR THE 10TH GRADE STUDENTS OF HEALTH ANALYST MAJOR AT SMK DHARMA ANALITIKA MEDAN.
DEVELOPING ENGLISH READING MATERIALS
FOR THE 10TH GRADE STUDENTS OF HEALTH ANALYST
MAJOR AT SMK DHARMA ANALITIKA MEDAN
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ANNI MARHAMAH
Registration Number : 2122121006
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Marhamah, Anni. 2122121006. Developing English Reading Materials for the
10th grade students of Health Analyst Major at SMK Dharma Analitika
Medan. A Thesis. English and Literature Department. Faculty of Languages
and Arts. State University of Medan. 2016
This study aimed to develop English reading materials for the 10th grade Health
Analyst Students at SMK Dharma Analitika Medan. This research was conducted
by using six phases of Research and Developmental (R & D) adapted from Borg
and Gall. Data of this research were the 10th grade health analyst students’ need
analysis and the existing English reading materials. The data of this research were
collected by questionnaires and interview. The products of the developed reading
materials were nine descriptive texts, six texts described objects about hematology
and laboratory tools and three texts described persons about health figures. The
products had been validated by an English subject teacher and an English lecturer
as the Experts. The averages score are 4,75 (very good/relevant) from English
subject teacher and 3,96 (good/relevant) from English lecturer.
Key Words: Research and Developmental (R & D), reading materials, Health
Analyst Students
i
ACKNOWLEDGEMENT
First and foremost, praise be Allah SWT, the Almighty and the Most
Beneficial for His Blessing, Grace, Guidance, and Mercy that have been given to
the writer so that this Thesis could be completed. This Thesis had been written in
partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd.)
at English and Literature Department, Faculty of Languages and Arts, The State
University of Medan.
In the process of accomplishing this Thesis, she had encountered a lot
of difficulties since the beginning to the end; many people had shown their
care, generous guidance and assistance, and helped her in finishing this thesis.
Therefore, the writer would like to express her deep gratitude and special thanks
to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts
and Vice Dean I, II, and III and all administrative staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department and also as her Thesis Adviser and Academic Supervisor.
Dra. Meisuri, M.A., Secretary of English and Literature Department and
also as the The Reviewers and the Thesis Examiners.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education
Study Program
Syamsul Bahri, S.S., M.Hum. Head of English Literature Study Program
and as the Thesis Examiners.
Rika, S.Pd., M.Hum., her Thesis Adviser. She would like to
acknowledge her with gratitude the time and effort extended on the
thesis , for her understanding, efforts and willingness to share her
valuable time especially for comments, advice, corrections, and
suggestions.
Dr. Anni Holila Pulungan, M.Hum., her Reviewers. Thanks for the
valuable input to finish this thesis.
Dra. Masitowarni, M.Ed, as the Expert Validator of the writer’s
developed material.
Farida Hanim Saragih, S.Pd., M.Hum., and all Lectures who had
given her the valuable knowledge during her study at the English
and Literature Department, Faculty of Languages and Arts, State
University of Medan.
Eis Sriwahyuningsih, S.Pd., M.Pd., as the Administration Staffs of
English and Literature Department who always helped the writer during
her academic year.
Hj. Endang Sofia A Siregar, S.Si., M.Si., The Headmaster of SMK
Dharma Analitika Medan, Sri Wahyuni Widyastuti, S.Pd., the vice
ii
headmaster. Intan Maulina, S.Pd., M.S the English teachers and also as
the expert validator, for their assistance and guidance during the research.
Her special sincere gratitude goes to her wonderful beloved parents (Allah
SWT. blesses them), her lovely father, Bahrin (Deceased), and her
mother, Hapsoh, for their endless love, mental and financial support,
understanding, spirit, motivation, and the main part, prayers, during the
writer’s whole life. Her brother, Rasyid Ridho and her sister Latifah
Ainy for their support, caring, and attention. And also all of her family for
giving the inspiration and their great motivation for the writer in finishing
her study.
Her thankfulness is also directed to her great motivators, Mr. Mulayandri
Her thankfulness is also directed to her seniors in Students’ Council of
English and Literature Department (HMJ BSI Unimed), Isma Eriyanty
S.Pd., Diah Khoirunnisa Hrp, S.Pd., RA Wulaningtyas Kulowani,
S.Pd., Swidanty Annisa, S.S., Muhammad Yusuf, S.Pd., for their
guidance, spirit, and motivation in the organization and campus daily life.
She thanks you all so much. Her gratitude to her amazing friends in
her amazing internal organization, HMJ, Tita, bg Syaiful, Sidik, Dedi,
arif, imam and also her dear brothers and Sisters in HMJ BSI Unimed,
for their supports and prayers.
All her best friends, Dwi mahartika & Nita Syah Umar (Keluarga Nita),
Ayu, Aya, Djuwi, Mega, Sofa, PPL Mates (Via, Amly, Lailan,
Mustofa, Mia) thank you so much for every single smile, laugh, tear,
help, struggle that we have passed and for sweet and happy memories we
shared together.
All her classmates in Regular A 2012 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together.
The writer realizes that the content of her Thesis is still far from being
perfect, but she warmly welcomes any constructive suggestions that will improve
the quality of this Thesis. She also hopes it would be useful for those who are
interested in this field of study.
Medan,
The writer,
August 2016
Anni Marhamah
Reg. Number: 2122121006
iii
TABLE OF CONTENTS
Pages
ABSTRACT ...........................................................................................
i
ACKNOWLEDGEMENT ....................................................................
ii
TABLE OF CONTENTS......................................................................
iv
LIST OF FIGURES ..............................................................................
vi
LIST OF TABLES ................................................................................
vii
LIST OF APPENDICES ......................................................................
viii
CHAPTER I. INTRODUCTION.........................................................
1
A. The Background of the Study .......................................
1
B. The Problem of the Study .............................................
5
C. The Scope of the Study .................................................
5
D. The Objective of the Study ...........................................
5
E. The Significance of the Study .......................................
6
CHAPTER II. REVIEW OF LITERATURE ....................................
7
A. Theoretical Framework .................................................
7
1. Reading Comprehension ...........................................
7
2. Genre of Text ...........................................................
9
Descriptive Text ..…………………………...
11
3. Syllabus …………... .................................................
14
4. Developing Materials ................................................
15
a. Need Analysis ................................................
15
b. Approach to Course Design ..........................
17
c. Material Evaluation .......................................
19
d. Material Design ............................................
20
e. Material Development ...................................
21
B. Relevant Studies ............................................................
23
C. Conceptual Framework .................................................
25
CHAPTER III. METHOD OF RESEARCH .....................................
27
A. The Research Design ....................................................
27
iv
B. Data and the Source of Data..........................................
27
C. The Instrument Data Collection ....................................
28
D. The Techniques Data Analysis .....................................
29
E. The Developing Materials .............................................
29
CHAPTER IV. MATERIAL DEVELOPMENT ...............................
32
A. Gathering Information and Data ...................................
32
B. Need Analysis ...............................................................
34
1. Need Analysis ...........................................................
34
2. Material Evaluation ..................................................
37
C. Designing New Reading Materials ...............................
42
D. Validating by Experts ...................................................
46
1. English Subject Teacher ............................................
46
2. English Lecturer .......................................................
47
E. Revising Reading Materials ..........................................
47
1. English Subject Teacher’s Suggestions ....................
48
2. English Lecturer’s Suggestions .................................
48
F. Revised- Developing Reading Materials (Final Product)
...........................................................................................
50
CHAPTER V. CONCLUSION AND SUGGESTIONS .....................
52
A. Conclusion ....................................................................
52
B. Suggestions ...................................................................
52
REFERENCES ......................................................................................
53
APPENDIX ............................................................................................
55
v
LIST OF TABLES
Table 4.1. The Students’ Needs of Language Skills. ..............................
Table 4.2. Evaluation of Existing Materials............................................
Table 4.3. English Subject Teacher’s Validation Score. .........................
Table 4.4. English lecturer’s Validation Score .......................................
vii
Pages
35
41
50
51
LIST OF FIGURES
Pages
Figure 2.1. Diagram of the skill centered approach…….…………………. 19
Figure 3.1. The diagram of material development…………..…………….. 31
vi
LIST OF APPENDICES
APPENDIX A.
APPENDIX B.
APPENDIX C.
APPENDIX D.
APPENDIX E.
APPENDIX F.
APPENDIX G.
Interview .......................................................................
Questionnaires ...............................................................
Developing Materials ....................................................
Revised-Developing Materials ......................................
Validating Sheet ............................................................
Standard and Basic Competence ...................................
Existing Materials .........................................................
viii
Pages
55
59
64
66
82
88
91
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
August 2016
Anni Marhamah
NIM. 2122121006
CHAPTER 1
INTRODUCTION
A. The Background of the Study
English becomes an important subject at schools in Indonesia. Learning
English in Indonesia is different from the other country since English is a foreign
language in Indonesia. This condition affects the students’ ability to learn and
comprehend the language itself. English as a subject taught at school and college
deal with the students’ understanding and use of language (Guth 1973).
Teaching materials are essential things which influence a teaching process
in a classroom. O’Neill (2003) emphasizes that teaching materials help a teaching
and learning process; the teaching materials must be suitable for students’ needs,
even if they are not designed specifically for them, the teaching materials should
make it possible for students to preview and prepare their lessons, and the
teaching materials should allow for adaptation and improvisation.
Every school provides the teaching materials based on the curriculum. All
materials should be related to the curriculum. The curriculum used in vocational
school, especially in SMK Dharma Analitika Medan is School-Based Curriculum
or “Kurikulum Tingkat SatuanPendidikan” (KTSP). The curriculum have main
concern on the improvement of the students‟ competency. This curriculum is
based on the communicative competence at all situations and conditions.
The development of the curriculum is centered on the content standard
“Standar Isi”
and Graduates‟
Competence
1
Standard “StandarKompetensi
2
Lulusan” (SKL), and based on the curriculum development procedure which
is provided by National Standard Educational Board (BNSP).
Based on BSNP (2006), English subject in vocational high schools has
two purposes, they are: (1) mastering the basic knowledge and skill of
English to support the expertise program; and (2) applying the mastery of the
ability and skill in English to communicate both in spoken and written on
intermediate level. Both of these purposes under the nature of vocational school
that prepare the students to be ready to work with qualified expertise.
The goal of English subject in the vocational high school is to
communicate by using intermediate level English. To reach the goal, students
in vocational high school must pass the standard competencies provided in the
curriculum. It aims to develop students abilities in communicating with English
both spoken and written based on level novice, elementary and intermediate in
real life communication. The students in vocational school can use English in
communicating and comprehend the language, especially in reading skill that can
also affects the others skill of learning English.
There are four skills in learning English. They are writing, reading,
listening, and speaking. Its skill has different meaning but has the same purpose,
which is increasing the creativity of language. They are needed by the students as
the good skill in improving their knowledge in English, especially reading.
Reading is the construction of meaning. Readers interact with the text.
Reading text may provide opportunities for students to study the target language
better (Harmer 2003). Moreover if the students have existing or prior knowledge
3
about the reading text. Readers understand what they read only as it relates to
what they already know. A reader’s background knowledge can influence reading
comprehension. It means that the appropriate topics or materials of reading will
help students to comprehend the reading.
Reading is one of the important skills to be learned in learning English.
But, most of the students do not like to learn reading text. Because they thought
English is difficult, uninteresting and unnecessary in their daily life because the
vocabularies of the texts are not relevant with their major. The English reading
materials are too general for some students and not related to their life so they
don’t want to learn it. They thought that it is not beneficial for them.
The English textbook that used at every vocational school was totally
similar with all major in vocational school. So, even the major was different the
students still use the same English textbook. Most of reading materials at
Vocational schools were not relevant to their major and did not support the
expertise program. In line
with the phenomena, Suprabawati (2009) and
Widyantari (2009) in their studies found that students’ course book which were
used at school where the research was conducted, in terms of content validity,
those course books and LKS presented less contextual and authentic activities and
material or beyond the curriculum. The contents were not closely related to their
major.
Meliawati (2014) and Nitiasih (2014) also found the same cases about
reading materials in their studies. It was found that the English materials used to
teach those students with different programs was exactly the same and those
4
materials dealt with general topics in English. The students did not learn English
based on their needs and the materials did not support their English based on their
expertise program.
It
happened
on
the
vocational
school,
especially
for
Health
Analyststudents atSMK Dharma Analitika Medan. They had different materials
from the general school since their learning was related to the health. In fact, even
they used the different textbook with the general school, vocational textbook but
the materials of the textbook was quiet same with general schools.It consisted of
general materials specially for reading materials and different topics with their
own major. The health analyst students learned reading materials about describing
people, criminal, furniture, goods, jewelry, etc. There was gap between the
materials with their major and prior knowledge.
Based on the researcher’s observation at SMK Dharma Analitika Medan,
the materials delivered and used in this school did notimprove the students
reading skill effectively and did not help the students much in the future work. In
fact, students who took health analyst major were taught by using teaching
materials that unrelated to the health analyst. Moreover, learners’ difficulties in
comprehending the English Reading Materials affected their achievement in
English subject.
Teachers have to consider and provide the appropriate English reading
materials based on the materials and the student’s needs because every school and
every major has different need in learning and provide material since the SMK
Dharma Analitika Medan’ students learn English for an academic purposes and
5
specific purposes which have different learning topics. They have to learn English
which is related to their major, they have to use the materials which consist of the
health topics as reading material. The materials should be related to the health
since their major is health analyst not in general. So, they can learn effectively.
Based on the problems faced by the teachers and students in teaching and
learning especially reading, the researcher would like to conduct a research by
using Research and Development (R&D) to find the students’ need and their
problem in learning English, especially reading and develop new reading
materials based on the students’ needs to help them in comprehending the reading
materials and improve their reading skill that benefit for them in the future work.
B. The Problem of the Study
Based on the background of the study, the problem was formulated as:
“How to develop English Reading Materials which is suitable to the students’
needs and majorof SMK Dharma Analitika Medan?”
C. The Objective of the Study
The objective of the study was: “To develop appropriate English reading
materials based on students’ needs and major of SMK Dharma Analitika Medan”.
D. The Scope of the Study
The scope of the study was developing English reading materials based on
the students’ needs and major of SMK Dharma Analitika Medan. It was applied in
the 10th grade students of Health Analyst Major. And the skill concerned on the
reading comprehension, especially in descriptive text.
6
E. The Significances of the Study
Findings of this study were expected to provide beneficial information
theoretically and practically for the students and English teachers.
Theoretically, the findings of the study became the source of reference for
English teachers especially in vocational high school to develop the materials.
Meanwhile, practically, the findings of the study, which was the developed
material,would be used by the English teachers to teach the students to enlarged
the students’ English competency and reading skill by using the appropriate
materials which was suitable with their student’s major and their prior knowledge.
1
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The development of English reading materials for the Health Analyst
students of SMK Dharma Analitika Medan by using six phases of Research and
Developmental (R & D) adapted from Borg and Gall produced nine descriptive
texts. Six texts described objects; they were three texts about Hematology and
three texts about laboratory tools. Three texts described person, they were the
health figures. The texts wereBlood, Red Blood Cells, Plasma Membrane,
Erlenmeyer Flask, Burette, Graduated Cylinder, Dr. M. Sardjito, Adolf Meyer and
IbnuSina. The products had been validated by an English subject teacher and an
English lecturer as the Experts. The averages score are 4,75 (very good/relevant)
from English subject teacher and 3,96 (good/relevant) from English lecturer.
B. Suggestions
Teachers use this study as the source of reference to develop materials and
use the developed materials as the reference to teach the students. Teachers should
consider the students need in learning process and develop the materials based on
the student needs and major in order to make the students can understand the
materials well andimprove their reading skill, so they can apply it in their daily
lifeand work field later, because the materials are familiar for them and motivate
the students in learning process.
52
53
REFERENCES
Alemu, Yared et al. 2006. Hematology:Lecture Notes for Medical Laboratory
Students. Jimma University
Author’s Guide. 2009. Genre (kinds of Text). In www.teacherside.blogspot.com.
Accessed on March, 3rd 2016
Author’s Guide. August 2012. Health Professions E-Book.Wellesley:Center for
work and Service.
Avicenna,
Ni’mah.
2011.
TugasBiografiTokoh:IbnuSina.
sakuravee5.blogspot.com. Accessed on May, 18th 2016
In
www.
Barg& Gall, 1983.Research and Developmental in Education. Cambridge: CUP
Budiantari, P.Y. et al. 2013. Developing Redaing Authentic Reading Materials
for The Tenth Year Studentsof State Vocational School 1 Kubutambahan.
e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, (1) 112.
Cline, F., Johnstone, C., & King, T. (2006) Focus Group Reaction to Three
Definition of Reading (as Originally Developed in Support NARAP Goal
1). Minneapolis, M.N.: National Accessible Reading Assesment Project.
Dubin, F., & Olshtain, Elite. 1992. Course design developing programs and
materials forlanguage learning. Cambridge: Cambridge University Press
Hutchinson, T., and Waters, A. 1987.English for Specific Purposes : A learningcentredepproach. Musselburgh: Cambridge University press.
Kelly, C., Kelly L., Offner, M., and Vorland, B. (2002).Effective ways to use
authentic materials with ESL/EFL students.The Internet TESL J ournal,
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Kilickaya, Ferit. 2004. Authentic Materials and Culture Content in EFL
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Kulowani, R.A. 2015. Developing english Reading Materials for Students of
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Lee, W.W. & Owens, D.L. 2004.Multimedia-based instructional design. San
Francisco: Preeffier
Meliawati, K. et al. 2014. Developing Blended Learning Based Reading
Materials for the Tenth Grade Multimedia Students of SMK WIRA
HARAPAN. e-Journal Program Pascasarjana Universitas Pendidikan
Ganesha, (2).
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Novota,M. et al. 2012. Secondary Schools Graduates’ Attitude Towards
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Rahman.B.I. 2014.Developing English Reading Materials for Students of SMAN
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Ruth C. Clark, Richard E. Mayer.2011. E-Learning and the science of instruction:
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Sabet, M.K., and Daneshvar, Ij. 2010. The Impact of ESP Materials on Medical
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In
FOR THE 10TH GRADE STUDENTS OF HEALTH ANALYST
MAJOR AT SMK DHARMA ANALITIKA MEDAN
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ANNI MARHAMAH
Registration Number : 2122121006
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Marhamah, Anni. 2122121006. Developing English Reading Materials for the
10th grade students of Health Analyst Major at SMK Dharma Analitika
Medan. A Thesis. English and Literature Department. Faculty of Languages
and Arts. State University of Medan. 2016
This study aimed to develop English reading materials for the 10th grade Health
Analyst Students at SMK Dharma Analitika Medan. This research was conducted
by using six phases of Research and Developmental (R & D) adapted from Borg
and Gall. Data of this research were the 10th grade health analyst students’ need
analysis and the existing English reading materials. The data of this research were
collected by questionnaires and interview. The products of the developed reading
materials were nine descriptive texts, six texts described objects about hematology
and laboratory tools and three texts described persons about health figures. The
products had been validated by an English subject teacher and an English lecturer
as the Experts. The averages score are 4,75 (very good/relevant) from English
subject teacher and 3,96 (good/relevant) from English lecturer.
Key Words: Research and Developmental (R & D), reading materials, Health
Analyst Students
i
ACKNOWLEDGEMENT
First and foremost, praise be Allah SWT, the Almighty and the Most
Beneficial for His Blessing, Grace, Guidance, and Mercy that have been given to
the writer so that this Thesis could be completed. This Thesis had been written in
partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd.)
at English and Literature Department, Faculty of Languages and Arts, The State
University of Medan.
In the process of accomplishing this Thesis, she had encountered a lot
of difficulties since the beginning to the end; many people had shown their
care, generous guidance and assistance, and helped her in finishing this thesis.
Therefore, the writer would like to express her deep gratitude and special thanks
to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts
and Vice Dean I, II, and III and all administrative staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department and also as her Thesis Adviser and Academic Supervisor.
Dra. Meisuri, M.A., Secretary of English and Literature Department and
also as the The Reviewers and the Thesis Examiners.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education
Study Program
Syamsul Bahri, S.S., M.Hum. Head of English Literature Study Program
and as the Thesis Examiners.
Rika, S.Pd., M.Hum., her Thesis Adviser. She would like to
acknowledge her with gratitude the time and effort extended on the
thesis , for her understanding, efforts and willingness to share her
valuable time especially for comments, advice, corrections, and
suggestions.
Dr. Anni Holila Pulungan, M.Hum., her Reviewers. Thanks for the
valuable input to finish this thesis.
Dra. Masitowarni, M.Ed, as the Expert Validator of the writer’s
developed material.
Farida Hanim Saragih, S.Pd., M.Hum., and all Lectures who had
given her the valuable knowledge during her study at the English
and Literature Department, Faculty of Languages and Arts, State
University of Medan.
Eis Sriwahyuningsih, S.Pd., M.Pd., as the Administration Staffs of
English and Literature Department who always helped the writer during
her academic year.
Hj. Endang Sofia A Siregar, S.Si., M.Si., The Headmaster of SMK
Dharma Analitika Medan, Sri Wahyuni Widyastuti, S.Pd., the vice
ii
headmaster. Intan Maulina, S.Pd., M.S the English teachers and also as
the expert validator, for their assistance and guidance during the research.
Her special sincere gratitude goes to her wonderful beloved parents (Allah
SWT. blesses them), her lovely father, Bahrin (Deceased), and her
mother, Hapsoh, for their endless love, mental and financial support,
understanding, spirit, motivation, and the main part, prayers, during the
writer’s whole life. Her brother, Rasyid Ridho and her sister Latifah
Ainy for their support, caring, and attention. And also all of her family for
giving the inspiration and their great motivation for the writer in finishing
her study.
Her thankfulness is also directed to her great motivators, Mr. Mulayandri
Her thankfulness is also directed to her seniors in Students’ Council of
English and Literature Department (HMJ BSI Unimed), Isma Eriyanty
S.Pd., Diah Khoirunnisa Hrp, S.Pd., RA Wulaningtyas Kulowani,
S.Pd., Swidanty Annisa, S.S., Muhammad Yusuf, S.Pd., for their
guidance, spirit, and motivation in the organization and campus daily life.
She thanks you all so much. Her gratitude to her amazing friends in
her amazing internal organization, HMJ, Tita, bg Syaiful, Sidik, Dedi,
arif, imam and also her dear brothers and Sisters in HMJ BSI Unimed,
for their supports and prayers.
All her best friends, Dwi mahartika & Nita Syah Umar (Keluarga Nita),
Ayu, Aya, Djuwi, Mega, Sofa, PPL Mates (Via, Amly, Lailan,
Mustofa, Mia) thank you so much for every single smile, laugh, tear,
help, struggle that we have passed and for sweet and happy memories we
shared together.
All her classmates in Regular A 2012 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together.
The writer realizes that the content of her Thesis is still far from being
perfect, but she warmly welcomes any constructive suggestions that will improve
the quality of this Thesis. She also hopes it would be useful for those who are
interested in this field of study.
Medan,
The writer,
August 2016
Anni Marhamah
Reg. Number: 2122121006
iii
TABLE OF CONTENTS
Pages
ABSTRACT ...........................................................................................
i
ACKNOWLEDGEMENT ....................................................................
ii
TABLE OF CONTENTS......................................................................
iv
LIST OF FIGURES ..............................................................................
vi
LIST OF TABLES ................................................................................
vii
LIST OF APPENDICES ......................................................................
viii
CHAPTER I. INTRODUCTION.........................................................
1
A. The Background of the Study .......................................
1
B. The Problem of the Study .............................................
5
C. The Scope of the Study .................................................
5
D. The Objective of the Study ...........................................
5
E. The Significance of the Study .......................................
6
CHAPTER II. REVIEW OF LITERATURE ....................................
7
A. Theoretical Framework .................................................
7
1. Reading Comprehension ...........................................
7
2. Genre of Text ...........................................................
9
Descriptive Text ..…………………………...
11
3. Syllabus …………... .................................................
14
4. Developing Materials ................................................
15
a. Need Analysis ................................................
15
b. Approach to Course Design ..........................
17
c. Material Evaluation .......................................
19
d. Material Design ............................................
20
e. Material Development ...................................
21
B. Relevant Studies ............................................................
23
C. Conceptual Framework .................................................
25
CHAPTER III. METHOD OF RESEARCH .....................................
27
A. The Research Design ....................................................
27
iv
B. Data and the Source of Data..........................................
27
C. The Instrument Data Collection ....................................
28
D. The Techniques Data Analysis .....................................
29
E. The Developing Materials .............................................
29
CHAPTER IV. MATERIAL DEVELOPMENT ...............................
32
A. Gathering Information and Data ...................................
32
B. Need Analysis ...............................................................
34
1. Need Analysis ...........................................................
34
2. Material Evaluation ..................................................
37
C. Designing New Reading Materials ...............................
42
D. Validating by Experts ...................................................
46
1. English Subject Teacher ............................................
46
2. English Lecturer .......................................................
47
E. Revising Reading Materials ..........................................
47
1. English Subject Teacher’s Suggestions ....................
48
2. English Lecturer’s Suggestions .................................
48
F. Revised- Developing Reading Materials (Final Product)
...........................................................................................
50
CHAPTER V. CONCLUSION AND SUGGESTIONS .....................
52
A. Conclusion ....................................................................
52
B. Suggestions ...................................................................
52
REFERENCES ......................................................................................
53
APPENDIX ............................................................................................
55
v
LIST OF TABLES
Table 4.1. The Students’ Needs of Language Skills. ..............................
Table 4.2. Evaluation of Existing Materials............................................
Table 4.3. English Subject Teacher’s Validation Score. .........................
Table 4.4. English lecturer’s Validation Score .......................................
vii
Pages
35
41
50
51
LIST OF FIGURES
Pages
Figure 2.1. Diagram of the skill centered approach…….…………………. 19
Figure 3.1. The diagram of material development…………..…………….. 31
vi
LIST OF APPENDICES
APPENDIX A.
APPENDIX B.
APPENDIX C.
APPENDIX D.
APPENDIX E.
APPENDIX F.
APPENDIX G.
Interview .......................................................................
Questionnaires ...............................................................
Developing Materials ....................................................
Revised-Developing Materials ......................................
Validating Sheet ............................................................
Standard and Basic Competence ...................................
Existing Materials .........................................................
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Pages
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DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
August 2016
Anni Marhamah
NIM. 2122121006
CHAPTER 1
INTRODUCTION
A. The Background of the Study
English becomes an important subject at schools in Indonesia. Learning
English in Indonesia is different from the other country since English is a foreign
language in Indonesia. This condition affects the students’ ability to learn and
comprehend the language itself. English as a subject taught at school and college
deal with the students’ understanding and use of language (Guth 1973).
Teaching materials are essential things which influence a teaching process
in a classroom. O’Neill (2003) emphasizes that teaching materials help a teaching
and learning process; the teaching materials must be suitable for students’ needs,
even if they are not designed specifically for them, the teaching materials should
make it possible for students to preview and prepare their lessons, and the
teaching materials should allow for adaptation and improvisation.
Every school provides the teaching materials based on the curriculum. All
materials should be related to the curriculum. The curriculum used in vocational
school, especially in SMK Dharma Analitika Medan is School-Based Curriculum
or “Kurikulum Tingkat SatuanPendidikan” (KTSP). The curriculum have main
concern on the improvement of the students‟ competency. This curriculum is
based on the communicative competence at all situations and conditions.
The development of the curriculum is centered on the content standard
“Standar Isi”
and Graduates‟
Competence
1
Standard “StandarKompetensi
2
Lulusan” (SKL), and based on the curriculum development procedure which
is provided by National Standard Educational Board (BNSP).
Based on BSNP (2006), English subject in vocational high schools has
two purposes, they are: (1) mastering the basic knowledge and skill of
English to support the expertise program; and (2) applying the mastery of the
ability and skill in English to communicate both in spoken and written on
intermediate level. Both of these purposes under the nature of vocational school
that prepare the students to be ready to work with qualified expertise.
The goal of English subject in the vocational high school is to
communicate by using intermediate level English. To reach the goal, students
in vocational high school must pass the standard competencies provided in the
curriculum. It aims to develop students abilities in communicating with English
both spoken and written based on level novice, elementary and intermediate in
real life communication. The students in vocational school can use English in
communicating and comprehend the language, especially in reading skill that can
also affects the others skill of learning English.
There are four skills in learning English. They are writing, reading,
listening, and speaking. Its skill has different meaning but has the same purpose,
which is increasing the creativity of language. They are needed by the students as
the good skill in improving their knowledge in English, especially reading.
Reading is the construction of meaning. Readers interact with the text.
Reading text may provide opportunities for students to study the target language
better (Harmer 2003). Moreover if the students have existing or prior knowledge
3
about the reading text. Readers understand what they read only as it relates to
what they already know. A reader’s background knowledge can influence reading
comprehension. It means that the appropriate topics or materials of reading will
help students to comprehend the reading.
Reading is one of the important skills to be learned in learning English.
But, most of the students do not like to learn reading text. Because they thought
English is difficult, uninteresting and unnecessary in their daily life because the
vocabularies of the texts are not relevant with their major. The English reading
materials are too general for some students and not related to their life so they
don’t want to learn it. They thought that it is not beneficial for them.
The English textbook that used at every vocational school was totally
similar with all major in vocational school. So, even the major was different the
students still use the same English textbook. Most of reading materials at
Vocational schools were not relevant to their major and did not support the
expertise program. In line
with the phenomena, Suprabawati (2009) and
Widyantari (2009) in their studies found that students’ course book which were
used at school where the research was conducted, in terms of content validity,
those course books and LKS presented less contextual and authentic activities and
material or beyond the curriculum. The contents were not closely related to their
major.
Meliawati (2014) and Nitiasih (2014) also found the same cases about
reading materials in their studies. It was found that the English materials used to
teach those students with different programs was exactly the same and those
4
materials dealt with general topics in English. The students did not learn English
based on their needs and the materials did not support their English based on their
expertise program.
It
happened
on
the
vocational
school,
especially
for
Health
Analyststudents atSMK Dharma Analitika Medan. They had different materials
from the general school since their learning was related to the health. In fact, even
they used the different textbook with the general school, vocational textbook but
the materials of the textbook was quiet same with general schools.It consisted of
general materials specially for reading materials and different topics with their
own major. The health analyst students learned reading materials about describing
people, criminal, furniture, goods, jewelry, etc. There was gap between the
materials with their major and prior knowledge.
Based on the researcher’s observation at SMK Dharma Analitika Medan,
the materials delivered and used in this school did notimprove the students
reading skill effectively and did not help the students much in the future work. In
fact, students who took health analyst major were taught by using teaching
materials that unrelated to the health analyst. Moreover, learners’ difficulties in
comprehending the English Reading Materials affected their achievement in
English subject.
Teachers have to consider and provide the appropriate English reading
materials based on the materials and the student’s needs because every school and
every major has different need in learning and provide material since the SMK
Dharma Analitika Medan’ students learn English for an academic purposes and
5
specific purposes which have different learning topics. They have to learn English
which is related to their major, they have to use the materials which consist of the
health topics as reading material. The materials should be related to the health
since their major is health analyst not in general. So, they can learn effectively.
Based on the problems faced by the teachers and students in teaching and
learning especially reading, the researcher would like to conduct a research by
using Research and Development (R&D) to find the students’ need and their
problem in learning English, especially reading and develop new reading
materials based on the students’ needs to help them in comprehending the reading
materials and improve their reading skill that benefit for them in the future work.
B. The Problem of the Study
Based on the background of the study, the problem was formulated as:
“How to develop English Reading Materials which is suitable to the students’
needs and majorof SMK Dharma Analitika Medan?”
C. The Objective of the Study
The objective of the study was: “To develop appropriate English reading
materials based on students’ needs and major of SMK Dharma Analitika Medan”.
D. The Scope of the Study
The scope of the study was developing English reading materials based on
the students’ needs and major of SMK Dharma Analitika Medan. It was applied in
the 10th grade students of Health Analyst Major. And the skill concerned on the
reading comprehension, especially in descriptive text.
6
E. The Significances of the Study
Findings of this study were expected to provide beneficial information
theoretically and practically for the students and English teachers.
Theoretically, the findings of the study became the source of reference for
English teachers especially in vocational high school to develop the materials.
Meanwhile, practically, the findings of the study, which was the developed
material,would be used by the English teachers to teach the students to enlarged
the students’ English competency and reading skill by using the appropriate
materials which was suitable with their student’s major and their prior knowledge.
1
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The development of English reading materials for the Health Analyst
students of SMK Dharma Analitika Medan by using six phases of Research and
Developmental (R & D) adapted from Borg and Gall produced nine descriptive
texts. Six texts described objects; they were three texts about Hematology and
three texts about laboratory tools. Three texts described person, they were the
health figures. The texts wereBlood, Red Blood Cells, Plasma Membrane,
Erlenmeyer Flask, Burette, Graduated Cylinder, Dr. M. Sardjito, Adolf Meyer and
IbnuSina. The products had been validated by an English subject teacher and an
English lecturer as the Experts. The averages score are 4,75 (very good/relevant)
from English subject teacher and 3,96 (good/relevant) from English lecturer.
B. Suggestions
Teachers use this study as the source of reference to develop materials and
use the developed materials as the reference to teach the students. Teachers should
consider the students need in learning process and develop the materials based on
the student needs and major in order to make the students can understand the
materials well andimprove their reading skill, so they can apply it in their daily
lifeand work field later, because the materials are familiar for them and motivate
the students in learning process.
52
53
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