DEVELOPING READING MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF INFORMATION TECHNOLOGY PROGRAM OF SMK GAJAH MADA MEDAN.
DEVELOPING READING MATERIALS FOR THE ELEVENTH
GRADE STUDENTS OF INFORMATION TECHNOLOGY
PROGRAM OF SMK GAJAH MADA MEDAN
A THESIS
Submitted to Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
FARIZA YUSRIZAL
Registration Number: 2123121015
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledge, this thesis is my own work, has been
expresses in my own words, and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, Agustus 2016
Fariza Yusrizal
Reg. No. 2123121015
ABSTRACT
Yusrizal, Fariza. Registration Number: 2123121015. Developing Reading
Materials for the Eleventh Grade Students of Information Technology
Program of SMK Gajah Mada Medan. A Thesis. English Educational
Program, State University of Medan, 2016.
This research was aimed to develop the appropriate reading materials for the
eleventh grade students of Information Technology Program of SMK Gajah Mada
Medan. Due to the result in the form of a product, this study was categorized as
Research and Development (R & D) study which adapted from Borg and Gall
(1989) theory with some modifications. The subject of this study was the eleventh
grade students of Information Technology Program of SMK Gajah Mada Medan.
In conducting this research, the procedures were gathering the data and
information, conducting the need analysis, designing the first draft of materials,
validating by the experts, revising the materials, and producing the final product.
The instruments of collecting data were the combination of two strategies;
interview and questionnaires. The interview result was analyzed as qualitative
data and the questionnaires analyzed as quantitative data. These data were needs
of students covering target needs and learning needs. This study developed
reading materials which only focused on procedure text taught in the even
semester. These materials were based on Curriculum 2013.
Keywords : Developing Reading Materials, Eleventh Grade Students, English for
Specific Purposes.
i
ABSTRAK
Yusrizal, Fariza. Nomor Induk Mahasiswa: 2123121015. Pengembangan
Materi Membaca untuk Siswa Kelas Sebelas Jurusan Teknologi Informatika
pada SMK Gajah Mada Medan. Skripsi. Program Studi Pendidikan Bahasa
Inggris, Universitas Negeri Medan, 2016.
Penelitian ini bertujuan untuk mengembangkan materi membaca yang sesuai
untuk siswa kelas sebelas jurusan Teknologi Informatika di SMK Gajah Mada
Medan. Karena hasil dari penelitian ini berbentuk suatu produk, maka penelitian
ini dikategorikan sebagai penelitian Research and Development (R & D) yang
diadaptasi dari teori Borg dan Gall (1989) dengan beberapa modifikasi. Sampel
dari penelitian ini adalah siswa kelas sebelas jurusan Teknologi Informatika pada
SMK Gajah Mada Medan. Dalam melaksanakan penelitian ini, prosedurnya
meliputi pengumpulan data dan informasi, mengadakan analisis kebutuhan,
merancang materi awal, memvalidasi materi oleh ahli, merevisi materi, dan pada
akhirnya menghasilkan produk akhir. Instrumen pengumpulan data meliputi
kombinasi dari dua strategi, wawancara dan daftar pertanyaan. Hasil wawancara
dianalisis sebagai data kualitatif dan daftar pertanyaan dianalisis sebagai data
kuantitatif. Data-data tersebut merupakan kebutuhan siswa yang mencakup
kebutuhan mencapai target dan kebutuhan belajar. Penelitian ini mengembangkan
materi membaca yang hanya terfokuskan pada teks prosedural yang diajarkan
pada semester genap. Materi ini berdasarkan Kurikulum 2013.
Kata Kunci: Pengembangan Materi Membaca, Siswa Kelas Sebelas, English for
Specific Purposes.
ii
ACKNOWLEDGEMENT
Firstly, the writer would like to thank to Allah SWT and the Prophet
Muhammad SAW for the blessings, health, and opportunities during her academic
year at English and Literature Department Faculty of Languages and Arts (FBS)
State University of Medan in completing the thesis. The writer is also very
grateful to the following people:
Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts (FBS) State University of Medan for her advice and encouragement
to complete the study.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature
Department as well as Dra. Meisuri, M.A, the Secretary of English and
Literature Department and her Thesis Reviewer for their encouragement
and motivation during the writing of the thesis. Syamsul Bahri, S.S,
M.Hum the Head of English Literature Study Program and Nora Ronita
Dewi, S.Pd, S.S, M.Hum, the Head of English Education Program and her
Thesis Advisor for their encouragement to complete the thesis.
Dr. Anni Holila Pulungan, M.Hum, her Thesis Advisor, who had
already motivated her to finish the thesis by giving advices, supervising,
giving comments and corrections during completing this thesis.
Dra. Masitowarni Siregar, M.Ed, her Thesis Reviewer, who had given
her some valuable critics and suggestions to furnish her thesis.
All the Lecturers of English and Literature Department during her
academic years at State University of Medan, who had taught and given
knowledges, encouragement and invaluable advices to complete this thesis
to her.
Euis Sri Wahyuningsih, M.Pd and Pantas the administration staff of
English Department, who much helped her in the information and
administration of this thesis.
Afdal Syukri, S. Kom, the Headmaster of SMK Gajah Mada Medan, who
had helped her in her research.
Her beloved parents, Yusrizal and Nuraini, who had patiently given his
encouragement, financial support, their endless love and their prayers, as
well as her beloved sister and brothers, Nur Asyidah Yusrizal, and
Rahmadana Yusrizal, who had been good siblings all the time.
iii
Her beloved relatives, Lia, Dedek, Rissa, Faisal, Zara, Seba, Ulfa, Rifki,
aunt Farida, aunt Ernawati, aunt Upik, uncle Mizi, and the special one
Barli Kifli, who had always given support, spirit, love, and joy.
Her best friends since the first year of college, Irma Andriyani Nasution,
Nadya Rizki Ardhani, and her teaching practice best friend, Fiqih
Novani, who had given support and spirit since the first time they met and
built a friendship.
Her beloved one-step-closer fighters, Flo, Naya, Rika, Geby, Dayuk,
Dika, Anggi, Inuk, Kak Ai, Sisil, Tere, Jejen, Iyes, who had fought
together to finish the thesis.
Her beloved EDDC members, Septian, Amy, Isma, Neza, Cucu, Putri
and Arif, who had always reminded her to do her thesis and given helps.
Her all beloved friends in HMJ-BSI UNIMED and classmates in English
Education B 2012 for the support and time in motivated and accompanied
her during the academic years.
Medan, August 2016
The writer
Fariza Yusrizal
Reg. No. 2123121015
iv
TABLE OF CONTENTS
Pages
ABSTRACT ...................................................................................................... i
ACKNOWLEDGEMENT ............................................................................... iii
TABLE OF CONTENTS ................................................................................. v
LIST OF TABLES ........................................................................................... vii
LIST OF FIGURES ......................................................................................... viii
LIST OF APPENDICES .................................................................................. ix
CHAPTER I. INTRODUCTION .................................................................... 1
A. The Background of the Study ................................................................ 1
B. The Problem of the Study ...................................................................... 5
C. The Objective of the Study .................................................................... 5
D. The Scope of the Study .......................................................................... 5
E. The Significance of the Study ................................................................ 5
CHAPTER II. LITERATURE REVIEW ...................................................... 7
A. Theoretical Framework .......................................................................... 7
1. Developing Materials ..................................................................... 7
2. Reading .......................................................................................... 8
a. The Nature of Reading ............................................................. 8
b. Reading Materials .................................................................... 9
3. Genre-based Approach ................................................................... 10
4. English for Specific Purposes (ESP) .............................................. 17
a. The Nature of ESP ................................................................... 17
b. Needs Analysis ......................................................................... 19
v
c. The Classification of ESP ........................................................ 21
d. Course Design .......................................................................... 22
B. Relevant Studies ..................................................................................... 29
C. Conceptual Framework .......................................................................... 32
CHAPTER III. RESEARCH METHODHOLOGY ..................................... 34
A. Research Design ..................................................................................... 34
B. Subject of the Study ............................................................................... 34
C. Instrument of Data Collection ................................................................ 34
D. Technique of Collecting Data ................................................................ 35
E. Technique of Data Analysis ................................................................... 35
F. The Procedures of Materials Development ............................................ 35
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS .................. 38
A. Research Findings .................................................................................. 38
1. Gathering data and information ....................................................... 38
2. Need analysis ................................................................................... 38
3. Materials design ............................................................................... 45
4. Validating to experts ........................................................................ 53
5. Revising ............................................................................................ 54
6. Final Product .................................................................................... 54
B. Discussion .............................................................................................. 55
CHAPTER V. CONCLUSIONS AND SUGGESTION ................................ 57
A. Conclusions ............................................................................................ 57
B. Suggestion .............................................................................................. 57
REFERENCES ................................................................................................. 59
APPENDIX ....................................................................................................... 60
vii
LIST OF TABLES
Pages
Table 4.1. The Appropriateness of the Students’ Textbook ............................... 39
Table 4.2. The Students’ Experience of Using Related Reading Materials
Related to Their Program ................................................................. 39
Table 4.3. The Reason of Learning English ....................................................... 40
Table 4.4. The Use of English ............................................................................ 40
Table 4.5. The Place of English Use .................................................................. 40
Table 4.6. The Needed Skill ............................................................................... 40
Table 4.7. The Students’ Interest ....................................................................... 41
Table 4.8. The Students’ English Level of Proficiency ..................................... 41
Table 4.9. The Students’ English Skill Difficulties ........................................... 41
Table 4.10. Tendency of Using English ............................................................. 42
Table 4.11. The Topic of Interest ....................................................................... 42
Table 4.12. The Students’ Expectation of Reading Mastery ............................. 42
Table 4.13. The Learning Sources Preference ................................................... 43
Table 4.14. The Reading Input Preference ......................................................... 43
Table 4.15. The Number of Words of Reading Text Preferred ......................... 43
Table 4.16. The Reading Activity Preference .................................................... 44
Table 4.17. The Vocabulary Input Preference ................................................... 44
Table 4.18. The Grammar Input Preference ....................................................... 44
Table 4.19. The Teacher Language Preference .................................................. 44
Table 4.20. The Preferred Venue to Study English ........................................... 45
vii
LIST OF FIGURES
Pages
Figure 2.1. Classification of ESP proposed by Hutchinson & Waters (1986) ... 22
Figure 2.2. The materials design model by Hutchinson & Waters (1986) ........ 26
Figure 3.1. Research and development cycle by Borg and Gall (1989) ............ 36
viii
LIST OF APPENDICES
Pages
Appendix A. Existing Materials ......................................................................... 60
Appendix B. Need Analysis Questionnaires ...................................................... 67
Appendix C. Expert Judgment Instrument ......................................................... 71
Appendix D. Final Materials .............................................................................. 79
Appendix E. Syllabus ......................................................................................... 92
Appendix F. Interview Sheet .............................................................................. 98
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Recently, Indonesian government incessantly develops vocational schools
in order to decrease the number of unemployment. Vocational schools are
considered as a way to prepare students’ readiness and capability to face the real
job life directly. It is proven that without having a college, alumnus of vocational
school has skills in their job field. In vocational schools, students decide their
major they want and taught based on the major materials specifically so that they
really master on their future job fields.
As one of the compulsory lesson in the vocational school, English is
needed to be mastered. It is not deniable that English will support the students to
get better jobs since English is an international language. By mastering English,
students can calibrate their knowledge and competitiveness in the world scale. The
English materials taught to vocational school students will be different with the
elementary school, junior high school, or even senior high school students. It is
influenced by the purposes which students want to achieve. Elementary school,
junior high school, and senior high school still implement the idea of English for
General Purposes (EGP), while vocational school implements the idea of English
for Specific Purposes (ESP). It is engendered by the students of vocational school
have a specific purposes in learning English. Factually, the students’ needs of
English are different for each major. “ESP (English for Specific Purposes)
1
2
involves teaching and learning the specific skills and language demanded by
particular learners for particular purposes” (Day & Krzanowski, 2011).
In learning English, there are four skills that the students need to be
mastered, namely listening, speaking, reading and writing. Amirian & Reza (2013)
clarify “certainly, if we consider the study of English as a foreign language around
the world, the situation in which most English learners find themselves, reading is
the main reason why the students learn the language”. It shows that reading is the
most essential skill which the students need to learn before learning others skill.
Without having a solid skill in reading, students will fail to master listening,
speaking and writing skills.
In having a solid reading skill, the crucial thing needs to be concerned is
the reading material. The failure of choosing it will bring the students to the wrong
guidance. Nuttall (1996) asserts that there are three main criteria of choosing the
texts to be used in the classroom; they are suitability of content, exploitability and
readability. Each textbook used in the classroom should cover the three criteria of
choosing texts to gain the students’ motivation and meet their needs, to ease the
students function the reading based on their purposes, and to adjust the students’
level of language proficiency. In the vocational school, it is applied in the form of
the textbook given. The textbook provides some reading materials which deal with
the students’ level of grade and the students’ need of English. It is expected to be
able to function in improving the students’ skills and achievements. Also, the
reading materials should be based on the students’ purposes and wants. Even in the
3
vocational school, it must be based on the students’ major to make sure English
reading material will support their future jobs.
But what is happening nowadays is the reading materials don’t support the
students’ future job. It is proven by the primary observation done by the writer in
SMK Gajah Mada Medan showing that reading materials for them are exactly
what the senior high school students use. They use “Buku Bahasa Inggris”
published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud, in 2014.
Although we know, the vocational school has a specific purpose while senior high
school has the general one as well as the needs of each school must be different.
The reading materials of Information Technology Program should talk about
English used in the computer while the textbook applies the general one. It is
proven by the data taken by the writer in which one of the reading materials, genre
of procedure text, is not related to computer. The data is as follow:
“Steps/Methods
- First, wash the oranges and put them on a cutting board.
- Then, cut the oranges into halves.
- After that, prepare the handheld juicer and put the oranges on the juicer
and squeeze them one by one.
- Continue doing this till all oranges have been juiced.
- If you want your juice without pulp, use the sieve to take out all the
pulp.
- Now, add 2 teaspoons of sugar and a pinch of cinnamon if you want
and stir till the sugar and cinnamon has completely dissolved.
- Finally, your orange juice is ready to be served.”
The data shows that the reading materials are appropriate to the culinary
program but inappropriate to information technology program. The students find it
hard to comprehend the difficult words like cinnamon, sieve, and cutting board.
4
The result is they are not enthusiastic and interesting to learn the reading materials,
simply because they think it will not affect their major and future job
In this research, the writer puts fully concern to eleventh grade of
Information Technology Program students. The students complained that the
textbook is hard to be understood and consists of unfamiliar words. Goodman and
Wang (2013) describe “choosing an appropriate textbook is a major responsibility,
insofar as the textbook has a significant influence on students’ meeting their
language learning objectives and therefore can be said to affect both the process of
learning and its outcomes”. Factually, the textbook provides reading materials
which different to their major field and do not support the students’ future job. As
the result, they put less motivation, want and interest in learning English.
“Teachers who work with these students often find that existing curricula
and instructional materials do not properly address the students’ needs in reading”
(Seright and Thompson, 1986). The teacher also finds it hard to teach the students
using the textbook since it doesn’t support the students’ needs. If this keeps going
on, the teacher will take a long time to teach the students first about the materials
to make sure they comprehend the text. Yet, it will not run effectively in teaching
learning process.
The only one solution for this problem is developing appropriate reading
materials to the students of Information Technology Program of SMK Gajah Mada
Medan. The development of the reading material is based on the students’ needs
and supports their future jobs which hopefully will increase the students’
motivation and enthusiasm to learn English.
5
B. The Problem of the Study
Based on the background of the problem above, the problem of the study is
formulated as follows: “What reading materials are appropriate for the eleventh
grade students of Information Technology Program of SMK Gajah Mada Medan?”
C. The Objective of the Study
The objective of this study is to develop the appropriate reading materials
for the eleventh grade students of Information Technology Program of SMK Gajah
Mada Medan.
D. The Scope of the Study
This study will cover the developing of English materials specifically in
reading materials. These recommended materials will be relevant to the capacity of
the learners and the curriculum implemented for even semester of eleventh grade
of Information Technology Program in SMK Gajah Mada Medan. These materials
are developed based on the needs analysis of the learners which will support their
future job. They also will be limited to only procedures texts since this genre will
be taught in the even semester.
E. The Significance of the Study
The findings of the study are expected to give theoretical and practical
contributions, as follow:
6
1. Theoretically, the findings of the study will extend and enrich the
horizons in theories which related to the areas on how to develop
reading materials to English for Specific Purposes learners.
2. Practically, the findings of the study can be the recommended reading
materials for the students of SMK Gajah Mada Medan, as it motivates
their enthusiasm and based on the their future job. Besides, it will ease
the teacher to teach English to the students.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, the writer draws the conclusion that the students’
existing reading materials are inappropriate with their program since the materials
are too general and not related to their program. They find it difficult to
comprehend the passage and the vocabularies which eventually bring them to be
passive learners. They want to have topics or themes of passages which are
appropriate to their program, Information Technology Program, in order to ease
them in comprehending the materials. The solution for them is by developing new
reading materials. These new materials are based on their program which consist
of passages about computer and animation software as well as validated by
experts.
B. Suggestions
Based on the above conclusions, the writer suggests that stakeholder,
teacher and the students should do the need analysis regularly to meet the most
appropriate and best materials for the students. Due to ESP is always followed by
the need analysis to relate the students’ needs with the materials. Also, the
materials should be based on the students’ program as well as continuously
developed and improved to gain the students’ achievements.
57
REFERENCES
Amirin & Reza S. M. (2013). Teaching Reading Strategies to ESP Readers.
International Journal of Research Studies in Educational Technology, II
(2) 19-26.
Aviyanti, L (2015). Developing English Learning Materials for Grade XI Students
of Beauty Skincare Study Programme at Vocational High Schools.
Yogyakarta: Yogyakarta State University.
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes.
New Zealand: Palgrave Macmillan.
Berardo, S. A. (2006). The Use of Authentic Materials in the Teaching of
Reading. Journal of the Reading Matrix, VI (2) 60-69.
Borg, W. R., & Gall, M. D. (1989). Education Research. New York: Longman.
Day, J. & Krzanowski, M. (2011). Teaching English for Specific Purposes: An
Introduction. Cambridge: Cambridge University Press.
Dudley-Evans, T. & St. John M. (1998). Developments in English for specific
purposes. Cambridge: Cambridge University Press.
Gass, J. (2012). Needs Analysis and Situational Analysis: Designing an ESP
Curriculum for Thai Nurses. English for Specific Purposes World, XII (36)
1-21.
Hadjiconstantinou & Nikiforou. (2002). ESAP courses: An innovative vista in
language learning. From needs analysis to evaluation. Volume 12: 1-15.
Harrison, C. (2004). Understanding Reading Development. London: Sage.
Heica, Y. & Abdat. (2013). Teaching Reading for Specific Economic Purposes:
Identifying Criteria for Text Selection. English for Specific Purposes
World, XIV (39) 1-11.
Howard, J. & Major, J. (2004). Guidelines for Designing Effective English
Language Teaching Materials. The TESOLANZ Journal, XII, 101-109.
Hutchinson, T & Waters, A. (1986). English for Specific Purposes: A LearningCentered Approach. Cambridge: Cambridge University Press.
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Koamesakh, A. (2011). English Reading Material Development for Students of
Theology. Medan: State University of Medan.
Kusuma, P.B. (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: Yogyakarta State
University.
Manurung, M. S. P. (2010). ESP Materials for Students of Informatics
Management and Computer Academy. Medan: State University of Medan.
Masoumpanah, Z. & Tahririan, M. H. (2013) Target Situation Needs Analysis of
Hotel Receptionists. English for Specific Purposes World, XIV (40) 1-19.
Matondang, M. K. D. (2011). Developing ESP Materials for Students of Law
Faculty. Medan: State University of Medan.
Nuttal, C. (1996). Teaching Reading Skill in Foreign Language. 2nd Edition.
Oxford: Heinmann.
Pardiyono. (2007). Pasti Bisa!: Teaching Genre-Based Writing. Yogyakarta:
ANDI.
Seright, L & Thomson, J. (1986). Developing Reading Materials for Advanced
ESL Learners. TESL Canada Journal/Revue TESL DU Canada, I (1) 267277.
Sultana, S. (2013) Design of Materials and Tasks for Making ESP Classes
Interactive. English for Specific Purposes World, XIII (37) 1-7.
Tankersley, K. (2003). The Threads of Reading: Strategy for Literacy
Development. Alexandria: ASCD.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge:
University Press.
Wahyudi, R. (2014). New Insights of ESP from Indonesian Islamic University:
Lessons from Textbook Evaluation and Ethnography as Method. English
for Specific Purposes World, XV (44) 1-23.
Wang, M. & Goodman, D. (2013). The design and Practice of English Textbook
for Restaurant. English for Specific Purposes World, XIV (38) 1-27.
GRADE STUDENTS OF INFORMATION TECHNOLOGY
PROGRAM OF SMK GAJAH MADA MEDAN
A THESIS
Submitted to Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
FARIZA YUSRIZAL
Registration Number: 2123121015
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledge, this thesis is my own work, has been
expresses in my own words, and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, Agustus 2016
Fariza Yusrizal
Reg. No. 2123121015
ABSTRACT
Yusrizal, Fariza. Registration Number: 2123121015. Developing Reading
Materials for the Eleventh Grade Students of Information Technology
Program of SMK Gajah Mada Medan. A Thesis. English Educational
Program, State University of Medan, 2016.
This research was aimed to develop the appropriate reading materials for the
eleventh grade students of Information Technology Program of SMK Gajah Mada
Medan. Due to the result in the form of a product, this study was categorized as
Research and Development (R & D) study which adapted from Borg and Gall
(1989) theory with some modifications. The subject of this study was the eleventh
grade students of Information Technology Program of SMK Gajah Mada Medan.
In conducting this research, the procedures were gathering the data and
information, conducting the need analysis, designing the first draft of materials,
validating by the experts, revising the materials, and producing the final product.
The instruments of collecting data were the combination of two strategies;
interview and questionnaires. The interview result was analyzed as qualitative
data and the questionnaires analyzed as quantitative data. These data were needs
of students covering target needs and learning needs. This study developed
reading materials which only focused on procedure text taught in the even
semester. These materials were based on Curriculum 2013.
Keywords : Developing Reading Materials, Eleventh Grade Students, English for
Specific Purposes.
i
ABSTRAK
Yusrizal, Fariza. Nomor Induk Mahasiswa: 2123121015. Pengembangan
Materi Membaca untuk Siswa Kelas Sebelas Jurusan Teknologi Informatika
pada SMK Gajah Mada Medan. Skripsi. Program Studi Pendidikan Bahasa
Inggris, Universitas Negeri Medan, 2016.
Penelitian ini bertujuan untuk mengembangkan materi membaca yang sesuai
untuk siswa kelas sebelas jurusan Teknologi Informatika di SMK Gajah Mada
Medan. Karena hasil dari penelitian ini berbentuk suatu produk, maka penelitian
ini dikategorikan sebagai penelitian Research and Development (R & D) yang
diadaptasi dari teori Borg dan Gall (1989) dengan beberapa modifikasi. Sampel
dari penelitian ini adalah siswa kelas sebelas jurusan Teknologi Informatika pada
SMK Gajah Mada Medan. Dalam melaksanakan penelitian ini, prosedurnya
meliputi pengumpulan data dan informasi, mengadakan analisis kebutuhan,
merancang materi awal, memvalidasi materi oleh ahli, merevisi materi, dan pada
akhirnya menghasilkan produk akhir. Instrumen pengumpulan data meliputi
kombinasi dari dua strategi, wawancara dan daftar pertanyaan. Hasil wawancara
dianalisis sebagai data kualitatif dan daftar pertanyaan dianalisis sebagai data
kuantitatif. Data-data tersebut merupakan kebutuhan siswa yang mencakup
kebutuhan mencapai target dan kebutuhan belajar. Penelitian ini mengembangkan
materi membaca yang hanya terfokuskan pada teks prosedural yang diajarkan
pada semester genap. Materi ini berdasarkan Kurikulum 2013.
Kata Kunci: Pengembangan Materi Membaca, Siswa Kelas Sebelas, English for
Specific Purposes.
ii
ACKNOWLEDGEMENT
Firstly, the writer would like to thank to Allah SWT and the Prophet
Muhammad SAW for the blessings, health, and opportunities during her academic
year at English and Literature Department Faculty of Languages and Arts (FBS)
State University of Medan in completing the thesis. The writer is also very
grateful to the following people:
Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts (FBS) State University of Medan for her advice and encouragement
to complete the study.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature
Department as well as Dra. Meisuri, M.A, the Secretary of English and
Literature Department and her Thesis Reviewer for their encouragement
and motivation during the writing of the thesis. Syamsul Bahri, S.S,
M.Hum the Head of English Literature Study Program and Nora Ronita
Dewi, S.Pd, S.S, M.Hum, the Head of English Education Program and her
Thesis Advisor for their encouragement to complete the thesis.
Dr. Anni Holila Pulungan, M.Hum, her Thesis Advisor, who had
already motivated her to finish the thesis by giving advices, supervising,
giving comments and corrections during completing this thesis.
Dra. Masitowarni Siregar, M.Ed, her Thesis Reviewer, who had given
her some valuable critics and suggestions to furnish her thesis.
All the Lecturers of English and Literature Department during her
academic years at State University of Medan, who had taught and given
knowledges, encouragement and invaluable advices to complete this thesis
to her.
Euis Sri Wahyuningsih, M.Pd and Pantas the administration staff of
English Department, who much helped her in the information and
administration of this thesis.
Afdal Syukri, S. Kom, the Headmaster of SMK Gajah Mada Medan, who
had helped her in her research.
Her beloved parents, Yusrizal and Nuraini, who had patiently given his
encouragement, financial support, their endless love and their prayers, as
well as her beloved sister and brothers, Nur Asyidah Yusrizal, and
Rahmadana Yusrizal, who had been good siblings all the time.
iii
Her beloved relatives, Lia, Dedek, Rissa, Faisal, Zara, Seba, Ulfa, Rifki,
aunt Farida, aunt Ernawati, aunt Upik, uncle Mizi, and the special one
Barli Kifli, who had always given support, spirit, love, and joy.
Her best friends since the first year of college, Irma Andriyani Nasution,
Nadya Rizki Ardhani, and her teaching practice best friend, Fiqih
Novani, who had given support and spirit since the first time they met and
built a friendship.
Her beloved one-step-closer fighters, Flo, Naya, Rika, Geby, Dayuk,
Dika, Anggi, Inuk, Kak Ai, Sisil, Tere, Jejen, Iyes, who had fought
together to finish the thesis.
Her beloved EDDC members, Septian, Amy, Isma, Neza, Cucu, Putri
and Arif, who had always reminded her to do her thesis and given helps.
Her all beloved friends in HMJ-BSI UNIMED and classmates in English
Education B 2012 for the support and time in motivated and accompanied
her during the academic years.
Medan, August 2016
The writer
Fariza Yusrizal
Reg. No. 2123121015
iv
TABLE OF CONTENTS
Pages
ABSTRACT ...................................................................................................... i
ACKNOWLEDGEMENT ............................................................................... iii
TABLE OF CONTENTS ................................................................................. v
LIST OF TABLES ........................................................................................... vii
LIST OF FIGURES ......................................................................................... viii
LIST OF APPENDICES .................................................................................. ix
CHAPTER I. INTRODUCTION .................................................................... 1
A. The Background of the Study ................................................................ 1
B. The Problem of the Study ...................................................................... 5
C. The Objective of the Study .................................................................... 5
D. The Scope of the Study .......................................................................... 5
E. The Significance of the Study ................................................................ 5
CHAPTER II. LITERATURE REVIEW ...................................................... 7
A. Theoretical Framework .......................................................................... 7
1. Developing Materials ..................................................................... 7
2. Reading .......................................................................................... 8
a. The Nature of Reading ............................................................. 8
b. Reading Materials .................................................................... 9
3. Genre-based Approach ................................................................... 10
4. English for Specific Purposes (ESP) .............................................. 17
a. The Nature of ESP ................................................................... 17
b. Needs Analysis ......................................................................... 19
v
c. The Classification of ESP ........................................................ 21
d. Course Design .......................................................................... 22
B. Relevant Studies ..................................................................................... 29
C. Conceptual Framework .......................................................................... 32
CHAPTER III. RESEARCH METHODHOLOGY ..................................... 34
A. Research Design ..................................................................................... 34
B. Subject of the Study ............................................................................... 34
C. Instrument of Data Collection ................................................................ 34
D. Technique of Collecting Data ................................................................ 35
E. Technique of Data Analysis ................................................................... 35
F. The Procedures of Materials Development ............................................ 35
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS .................. 38
A. Research Findings .................................................................................. 38
1. Gathering data and information ....................................................... 38
2. Need analysis ................................................................................... 38
3. Materials design ............................................................................... 45
4. Validating to experts ........................................................................ 53
5. Revising ............................................................................................ 54
6. Final Product .................................................................................... 54
B. Discussion .............................................................................................. 55
CHAPTER V. CONCLUSIONS AND SUGGESTION ................................ 57
A. Conclusions ............................................................................................ 57
B. Suggestion .............................................................................................. 57
REFERENCES ................................................................................................. 59
APPENDIX ....................................................................................................... 60
vii
LIST OF TABLES
Pages
Table 4.1. The Appropriateness of the Students’ Textbook ............................... 39
Table 4.2. The Students’ Experience of Using Related Reading Materials
Related to Their Program ................................................................. 39
Table 4.3. The Reason of Learning English ....................................................... 40
Table 4.4. The Use of English ............................................................................ 40
Table 4.5. The Place of English Use .................................................................. 40
Table 4.6. The Needed Skill ............................................................................... 40
Table 4.7. The Students’ Interest ....................................................................... 41
Table 4.8. The Students’ English Level of Proficiency ..................................... 41
Table 4.9. The Students’ English Skill Difficulties ........................................... 41
Table 4.10. Tendency of Using English ............................................................. 42
Table 4.11. The Topic of Interest ....................................................................... 42
Table 4.12. The Students’ Expectation of Reading Mastery ............................. 42
Table 4.13. The Learning Sources Preference ................................................... 43
Table 4.14. The Reading Input Preference ......................................................... 43
Table 4.15. The Number of Words of Reading Text Preferred ......................... 43
Table 4.16. The Reading Activity Preference .................................................... 44
Table 4.17. The Vocabulary Input Preference ................................................... 44
Table 4.18. The Grammar Input Preference ....................................................... 44
Table 4.19. The Teacher Language Preference .................................................. 44
Table 4.20. The Preferred Venue to Study English ........................................... 45
vii
LIST OF FIGURES
Pages
Figure 2.1. Classification of ESP proposed by Hutchinson & Waters (1986) ... 22
Figure 2.2. The materials design model by Hutchinson & Waters (1986) ........ 26
Figure 3.1. Research and development cycle by Borg and Gall (1989) ............ 36
viii
LIST OF APPENDICES
Pages
Appendix A. Existing Materials ......................................................................... 60
Appendix B. Need Analysis Questionnaires ...................................................... 67
Appendix C. Expert Judgment Instrument ......................................................... 71
Appendix D. Final Materials .............................................................................. 79
Appendix E. Syllabus ......................................................................................... 92
Appendix F. Interview Sheet .............................................................................. 98
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Recently, Indonesian government incessantly develops vocational schools
in order to decrease the number of unemployment. Vocational schools are
considered as a way to prepare students’ readiness and capability to face the real
job life directly. It is proven that without having a college, alumnus of vocational
school has skills in their job field. In vocational schools, students decide their
major they want and taught based on the major materials specifically so that they
really master on their future job fields.
As one of the compulsory lesson in the vocational school, English is
needed to be mastered. It is not deniable that English will support the students to
get better jobs since English is an international language. By mastering English,
students can calibrate their knowledge and competitiveness in the world scale. The
English materials taught to vocational school students will be different with the
elementary school, junior high school, or even senior high school students. It is
influenced by the purposes which students want to achieve. Elementary school,
junior high school, and senior high school still implement the idea of English for
General Purposes (EGP), while vocational school implements the idea of English
for Specific Purposes (ESP). It is engendered by the students of vocational school
have a specific purposes in learning English. Factually, the students’ needs of
English are different for each major. “ESP (English for Specific Purposes)
1
2
involves teaching and learning the specific skills and language demanded by
particular learners for particular purposes” (Day & Krzanowski, 2011).
In learning English, there are four skills that the students need to be
mastered, namely listening, speaking, reading and writing. Amirian & Reza (2013)
clarify “certainly, if we consider the study of English as a foreign language around
the world, the situation in which most English learners find themselves, reading is
the main reason why the students learn the language”. It shows that reading is the
most essential skill which the students need to learn before learning others skill.
Without having a solid skill in reading, students will fail to master listening,
speaking and writing skills.
In having a solid reading skill, the crucial thing needs to be concerned is
the reading material. The failure of choosing it will bring the students to the wrong
guidance. Nuttall (1996) asserts that there are three main criteria of choosing the
texts to be used in the classroom; they are suitability of content, exploitability and
readability. Each textbook used in the classroom should cover the three criteria of
choosing texts to gain the students’ motivation and meet their needs, to ease the
students function the reading based on their purposes, and to adjust the students’
level of language proficiency. In the vocational school, it is applied in the form of
the textbook given. The textbook provides some reading materials which deal with
the students’ level of grade and the students’ need of English. It is expected to be
able to function in improving the students’ skills and achievements. Also, the
reading materials should be based on the students’ purposes and wants. Even in the
3
vocational school, it must be based on the students’ major to make sure English
reading material will support their future jobs.
But what is happening nowadays is the reading materials don’t support the
students’ future job. It is proven by the primary observation done by the writer in
SMK Gajah Mada Medan showing that reading materials for them are exactly
what the senior high school students use. They use “Buku Bahasa Inggris”
published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud, in 2014.
Although we know, the vocational school has a specific purpose while senior high
school has the general one as well as the needs of each school must be different.
The reading materials of Information Technology Program should talk about
English used in the computer while the textbook applies the general one. It is
proven by the data taken by the writer in which one of the reading materials, genre
of procedure text, is not related to computer. The data is as follow:
“Steps/Methods
- First, wash the oranges and put them on a cutting board.
- Then, cut the oranges into halves.
- After that, prepare the handheld juicer and put the oranges on the juicer
and squeeze them one by one.
- Continue doing this till all oranges have been juiced.
- If you want your juice without pulp, use the sieve to take out all the
pulp.
- Now, add 2 teaspoons of sugar and a pinch of cinnamon if you want
and stir till the sugar and cinnamon has completely dissolved.
- Finally, your orange juice is ready to be served.”
The data shows that the reading materials are appropriate to the culinary
program but inappropriate to information technology program. The students find it
hard to comprehend the difficult words like cinnamon, sieve, and cutting board.
4
The result is they are not enthusiastic and interesting to learn the reading materials,
simply because they think it will not affect their major and future job
In this research, the writer puts fully concern to eleventh grade of
Information Technology Program students. The students complained that the
textbook is hard to be understood and consists of unfamiliar words. Goodman and
Wang (2013) describe “choosing an appropriate textbook is a major responsibility,
insofar as the textbook has a significant influence on students’ meeting their
language learning objectives and therefore can be said to affect both the process of
learning and its outcomes”. Factually, the textbook provides reading materials
which different to their major field and do not support the students’ future job. As
the result, they put less motivation, want and interest in learning English.
“Teachers who work with these students often find that existing curricula
and instructional materials do not properly address the students’ needs in reading”
(Seright and Thompson, 1986). The teacher also finds it hard to teach the students
using the textbook since it doesn’t support the students’ needs. If this keeps going
on, the teacher will take a long time to teach the students first about the materials
to make sure they comprehend the text. Yet, it will not run effectively in teaching
learning process.
The only one solution for this problem is developing appropriate reading
materials to the students of Information Technology Program of SMK Gajah Mada
Medan. The development of the reading material is based on the students’ needs
and supports their future jobs which hopefully will increase the students’
motivation and enthusiasm to learn English.
5
B. The Problem of the Study
Based on the background of the problem above, the problem of the study is
formulated as follows: “What reading materials are appropriate for the eleventh
grade students of Information Technology Program of SMK Gajah Mada Medan?”
C. The Objective of the Study
The objective of this study is to develop the appropriate reading materials
for the eleventh grade students of Information Technology Program of SMK Gajah
Mada Medan.
D. The Scope of the Study
This study will cover the developing of English materials specifically in
reading materials. These recommended materials will be relevant to the capacity of
the learners and the curriculum implemented for even semester of eleventh grade
of Information Technology Program in SMK Gajah Mada Medan. These materials
are developed based on the needs analysis of the learners which will support their
future job. They also will be limited to only procedures texts since this genre will
be taught in the even semester.
E. The Significance of the Study
The findings of the study are expected to give theoretical and practical
contributions, as follow:
6
1. Theoretically, the findings of the study will extend and enrich the
horizons in theories which related to the areas on how to develop
reading materials to English for Specific Purposes learners.
2. Practically, the findings of the study can be the recommended reading
materials for the students of SMK Gajah Mada Medan, as it motivates
their enthusiasm and based on the their future job. Besides, it will ease
the teacher to teach English to the students.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, the writer draws the conclusion that the students’
existing reading materials are inappropriate with their program since the materials
are too general and not related to their program. They find it difficult to
comprehend the passage and the vocabularies which eventually bring them to be
passive learners. They want to have topics or themes of passages which are
appropriate to their program, Information Technology Program, in order to ease
them in comprehending the materials. The solution for them is by developing new
reading materials. These new materials are based on their program which consist
of passages about computer and animation software as well as validated by
experts.
B. Suggestions
Based on the above conclusions, the writer suggests that stakeholder,
teacher and the students should do the need analysis regularly to meet the most
appropriate and best materials for the students. Due to ESP is always followed by
the need analysis to relate the students’ needs with the materials. Also, the
materials should be based on the students’ program as well as continuously
developed and improved to gain the students’ achievements.
57
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