DEVELOPING ENGLISH READING TEXT MATERIALS FOR CULINARY ART STUDENTS OF SMKN 1 KISARAN.
DEVELOPING ENGLISH READING TEXT MATERIALS FOR
CULINARY ART STUDENTS OF SMKN 1 KISARAN
A THESIS
Submitted to the English Department, Faculty of Languages and
Arts, State University of Medan, in partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan
By :
SRI WIRDANI WULANDARI
Reg. Number 2123321076
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Wulandari, Sri. Registration Number: 2123321076. Developing English
Reading Materials for Culinary Art Students of SMKN 1 Kisaran. A Thesis.
English Education Program, State University of Medan, 2017.
This study is aimed to develop English reading materials for vocational school.
This study was conducted by using Research and Development (R&D). The
subject of this research was Grade X students of Culinary Art Department of
SMKN 1 Kisaran, Asahan, Sumatera Utara consisting of 25 students. The data
consist of syllabus, lesson plan, syllabus and existing materials. Instrument of
collecting data were questionnaires and interview which were used to collect
information about students’ needs and learning needs. The need analysis showed
that 68% of students less to understood the reading texts and only 32% who can
be understood the text well. There were some reasons of the casebecause the text
is not relevant, difficult to understand the structure of word and sentences in
reading text and difficult to conclude the reading text. The evaluation of existing
reading materials showed that the existing reading materials are not intended for
students of Culinary Art Department. The existing reading materials are intended
for all vocational students. After the students’ need and reading materials had
been analyzed, the new reading material was developed that considering the
students’ need and the relevant with culinary. The genre of the reading texts
which were developed is descriptive text. Based on basic competence, kinds of
descriptive text which developed are describing people, describing place, and
describing taste of the food. The product of this study consists of three chapters
which titles are Chef Juna, Soto Medan and The Sipirok Restaurant. The product
was validated by an English teacher and an English lecturer with the mean score is
4.1 from 5. The product is categorized as “Good and Relevant” reading materials.
Keywords: Reading Materials, Research and Development, Vocational School
i
ABSTRAK
Wulandari, Sri. Nomor Induk Mahasiswa: 2123321076. Developing English
Reading Materials for Culinary Art Students of SMKN 1 Kisaran. Program
Studi Pendidikan Bahasa Inggris Universitas Negeri Medan, 2017.
Penelitian ini ditujukan untuk mengembangkan materi membaca bahasa Inggris
untuk sekolah kejuruan. Penelitian ini dilakukan dengan menggunakan metode
Penelitian dan Pengembangan (Research and Development). Subjek penelitian
adalah 25 orang siswa kelas X Jurusan Tata Boga SMKN 1 Kisaran, Asahan,
Sumatera Utara. Data terdiri dari silabus, rencana pelaksanaan pembelajaran, dan
materi membaca yang sedang digunakan Instrumen pengumpulan data
berupaangket dan wawancara yang digunakan untuk mengumpulkan data tentang
kebutuhan belajar siswa. Analisis kebutuhan siswa menunjukkan bahwa 68%
siswa kurang mampu untuk memahami teks bahasa Inggris dan hanya 32% siswa
yang mampu untuk memahami teks bahasa inggris dengan baik. Beberapa alasan
dari masalah ini karena teks tidak sesuai dengan jurusan mereka, sulit memahami
kata dan kalimat, serta sulit menyimpulkan isi teks. Evaluasi dari materi membaca
yang sedang digunakan menunjukkan bahwa materi membaca tersebut tidak
diperuntukkan kepada siswa Jurusan Tata Boga. Materi membaca tersebut
diperuntukkan kepada seluruh jurusan di sekolah kejuruan. Setelah kebutuhan
siswa dan materi membaca yang digunakan selesai dianalisis, dikembangkanlah
materi membaca baru dengan mempertimbangkan kebutuhan siswa dan sesuai
dengan berkaitan dengan kuliner. Jenis teks yang dikembangkan adalah deskriptif
teks. Berdasarkan kompetensi dasar, jenis deskriptif teks yang dikembang kan
berupa mendeskripsikan orang, mendeskripsikan tempatdan mendeskripsikan
rasa dari sebuah makanan. Produk dari penelitian ini terdiri dari tiga bab yang
berjudul Chef Juna, Soto Medan, dan The Sipirok Restaurant. Produk tersebut
telah divalidasi oleh seorang guru bahasa Inggris dan seorang dosen bahasa
Inggris dengan nilai rata-rata 4.1 dari 5. Produk tersebut dikategorikan sebagai
materi membaca yang “Baik dan Sesuai”.
Kata Kunci: MateriMembaca, Penelitian dan Pengembangan, Sekolah Kejuruan
ii
ACKNOWLEDGEMENT
The writer would like to acknowledge his great thanks and praise to the
Almighty, ALLAH SWT who has blessed and given the ability to the writer to
complete this thesis as the partial fulfillment of the requirements for degree of
Sarjana Pendidikan at the at English and Literature Department Faculty of
Languages and Arts, State University of Medan
This thesis would not have been possible without the guidance and help of
several individuals who always contribute and extend their valuable assistances in
the preparation and completion of this thesis. The writer’s appreciation goes to:
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 State University of Medan,
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Faculty of Languages and Arts, State University of Medan,
and his Thesis Examiners who have contributed on giving some of
feedback and suggestions in the writer’s Thesis.
Dra. Meisuri, M.A., the Secretary of English and Literature Department.
Nora Ronita Dewi,S.Pd, S.S, M.Hum., the Head of English Education
Program, English and Literature Department, Faculty of Languages and
Arts, State University of Medan
Prof. Dr. Zainuddin, M.Hum., the writer’s Thesis Superviser I and
Academic Advisor who has contributed his time, knowledge and
suggestion to help the writer on supervising this Thesis.
Rika, S.Pd., M.Hum., the writer’s Thesis Superviser II who has
contributed her time, knowledge and suggestion to help the writer on
supervising this Thesis.
Dr. Anni Holila Pulungan, M.Hum., the Thesis Examiners who have
contributed on giving some of feedback and suggestions in the writer’s
Thesis.
iii
Drs. Lidiman Sahat Martua Sinaga, M.Hum., the Thesis Examinerswho
have contributed on giving some of feedback and suggestions in the
writer’s Thesis.
Prof. Amrin Saragih, M.A., Ph.D., the Validator of writer’s products
who had given a valuable suggestion in develops English reading material.
All the Lecturers of English and Literature Department during her
academic year at State University of Medan, who have taught and given
knowledges to her encouragement and invaluable advices to complete this
thesis.
The Beloved parents, H. Yanto and Hj. Risnawati for the patience, love,
pray and financial support and taught many worth things in facing the life.
Thank also be given to beloved sister, Riska Tri Ulandari S.Psi.
Eis Sri Wahyuni, M.Pd., and Pantes, the Administration Staff of English
and Literature Department for helping writer preparing all the fulfillment
in conducting this thesis.
Drs. Edu Butar-Butar, MM., and Satria C.A Damanik, S.Pd.,the
Headmaster and English Teacher of SMKN 1 Kisaran, who had given
chance to the writer for collecting the data for his research, and all staff
and students who helped her to collecting the data during the research.
Syarifah fitriani, S.Pd., Azura Nst, S.I.Kom., Bintang SR Marbun,
S.Ked., Ritzky Amelia, S.Kg., Siti Utami,S.kg., for their support,
kindness and care to the writer in finishing this thesis.
All his friends in English and Literature Department and State University
of Medan and The people who directly or indirectly contributed in this
study.
The writer hopes that the help and support which were given to writer will
be repaid by God. Finally, the writer admits this thesis is still far from being
perfect. Therefore, the writer wants to invites all of the readers to give more
suggestion.
Medan, February 2017
The writer
Sri Wirdani Wulandari
NIM.2123321076
iv
TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................... i
ACKNOWLEDGMENT ...................................................................................... iii
TABLE OF CONTENTS ...................................................................................... v
LIST OF FIGURES ........................................................................................... viii
LIST OF TABLES ............................................................................................... ix
LIST OF APPENDICES ....................................................................................... x
CHAPTER I. INTRODUCTION
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 ............................................................................. 6
E. The Significance of the Study ................................................................... 6
CHHAPTER II. REVIEW OF REALATED LITERATURE
A. Literature Review ...................................................................................... 7
1. English Teaching and Learning at Vocational School ........................ 7
a. The Curriculum ............................................................................. 7
b. Culinary Art Study Program ....................................................... 10
2. English for Specific Purpose ............................................................. 10
a. Definition of ESP ........................................................................ 11
b. Need Analysis ............................................................................. 12
3. Concept of Reading ........................................................................... 14
v
a. Reading Comprehension ............................................................. 14
b. Reading Materials ....................................................................... 15
c. Genre ........................................................................................... 16
4. Materials Development ..................................................................... 18
a. Definition of Materials Development ......................................... 18
b. Criteria of Good Materials .......................................................... 20
c. The Characteristic of Good Reading Materials ........................... 21
d. The Model and Material Design ................................................. 22
5. Materials Evaluation ......................................................................... 25
B. Relevant of Studies ................................................................................. 26
C. Conceptual Framework ........................................................................... 28
CHAPTER III. METHODOLOGY
A. Research Design ...................................................................................... 30
B. Setting and Subject of the Research ........................................................ 31
C. Procedure of the Research ....................................................................... 32
D. Data Collecting Technique and Research Instruments ........................... 33
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. Gathering Information and Data ............................................................. 35
B. Analyzing Data........................................................................................ 36
1. Need Analysis .................................................................................. 36
a. Target Needs ............................................................................... 36
b. Learning Needs ........................................................................... 39
2. Existing Materials ............................................................................. 41
vi
3. Designing New Reading Materials ................................................... 44
4. Validating by Expert ......................................................................... 47
5. Revising Reading materials............................................................... 48
6. Revised-Developing Reading Materials (Final product) .................. 49
C. Discussion ............................................................................................... 50
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................................. 53
B. Suggestion ............................................................................................... 54
REFERENCES.................................................................................................... 55
APPENDIX ......................................................................................................... 57
vii
LIST OF FIGURES
Page
2.1 The Materials Design Model ......................................................................
24
3.1 procedure of the Research ..........................................................................
33
viii
LIST OF TABLES
Page
Table 4.1 Evaluation of Existing Materials......................................................
46
Table 4.2 English Teacher’s Validation Score .................................................
52
Table 4.3 English Lecturer’s Validation Score ................................................
53
ix
LIST OF APPENDICES
Page
Appendix A Questioner....................................................................................
57
Appendix B Interview ......................................................................................
63
Appendix C Existing Materials ........................................................................
73
Appendix D Developing Materials ..................................................................
75
Appendix E Validating by Expert ....................................................................
86
Appendix F Final Product ................................................................................
95
x
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading means different things to different people, for some it is recognizing
written words, while for others it is an opportunity to teach pronunciation and
practice speaking, Berardo (2006). However reading always has a purpose. It is
something that we do everyday, it is an integral part of our daily lives, taken very
much for granted and generally assumed to be something that everyone can do.
The reason for reading depends very much on the purpose for reading. The use of
authentic materials in the classroom is discussed, with the student benefiting from
the exposure to real language being used in a real context.
Reading has many benefits to the learners. Thanh (2010) mentions several
benefits of reading for learner, such as: for pronunciation improvement, for
vocabulary enrichment (readers can gain a vast vocabulary and essential
knowledge), for spelling capability (the students will have chance to interact and
see the language), for relaxation (release stress through fun reading), for reader’s
spiritual development, for enhancement writing skill, and for continuous
knowledge updating.
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 N 1 Kisaran is School-Based Curriculum or
1
2
“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.
In relation to the goal of English teaching and learning process in Educational Unit
Level Curriculum, (Kurikulum Tingkat SatuanPendidikan : KTSP), students’ English
proficiency in mastering the four language skill, particularly in reading skill. It means
that though reading is one of the most important skills of those. Reading is the ability to
draw meaning from printed page and interpret the information approximately.
An important goal of reading instruction is to help students to become strategic
readers, in the sense that they will be able to use effective reading strategies to gain
better comprehension. This is line with the objectives of reading instruction in senior
high school is to develop the students reading skill so that they can read English texts
effectively and efficiently (curriculum, 2006).
In fact, a research on reading skill in Indonesia has shown that the students’ skill
particularly in reading comprehension are still far from satisfactory. PISA (the program
for international students assessment) that is held by OECD (the organization for
economic cooperation and development) in 2009 was stated that Indonesian students’
achievement especially at the age of 15 is regarded low in reading. They just read
without any abilities to relate the content of their reading text with their background
knowledge. This case indicates that Indonesian students especially Senior High School
has low ability in reading skill. It is supported on the other researcher’s experience.
3
In SMK N 1 Kisaran especially for culinary art students, they had different
materials from the general school since their learning was related to the culinary art. In
fact, even they used the different textbook with the general school, vocational textbook
but the materials of the textbook was quite same with the general schools. It consisted of
general materials specially for reading materials and different topics with their own
major.
Based on the research’s observation at SMKN 1 Kisaran, the materials delivered
and used in this school did not improve the students reading skill effectively and did not
help the students much in the future work. In fact, students who take a vacation of
culinary were taught by using teaching materials which were unrelated to the culinary.
It is can be seen by the book that government distribute to the schools for
students handbook. Specifically in SMKN 1 Kisaran, the English reading materials they
use is “Get Along With English” publish by Erlangga, in 2010. There is no know about
the object of the text so the students are not interested to learn about it.
Actually, the students having vocational of culinary need to study English to
support their vocational, but the English should be specialized; the English should be
relevant to the specific purpose that they have, so there will be no gap between the
English materials and what the students need about English as an international language
related to a vocational purpose that they have.
English is required for many specific purposes. In practice, there are variants of
English use; depending on the specific purposes. This specification of English use will
help learners to master English as well as what they need in term of specific purpose
4
that they have. In education, ESP needs to be applied many students are bored in
reading a text which contains unrelated topic to their environment, it can be implied that
ESP can reduce this bad condition.
Through ESP, students will find some teaching materials which are related to
thevocations that they have. Thus, it will be interesting for the students to read the text,
and finally the text will enrich the students’ knowledge about their vocation.In other
words, by having ESP, students will learn English based on what they need.
In this case, teachers should take notice of designing teaching materials based on
students’ needs related to the vocations that the students focus on. A teacher has a
responsibility to facilitate students in learning in the classroom. It was suggested that
teachers have to develop reading materials based on students’ need –vocational purpose
as an application of ESP.Basedon the above explanation, the researcher is interested in
Developing Reading Text Materials for The Tenth Grade Culinary Art Students of
SMKN 1 Kisaran.
B. The Problem of the Study
Based on the research background, the research problem is formulated as the
following:How to develop English reading materials for the tenth grade culinary art
students of SMKN 1 Kisaran?
C. The Objective of the Study
5
Concerning with the problem mentioned above, the objective of the study is to
develop the teaching reading materials for the tenth gradeculinary art students of SMKN
1 Kisaran. In other words, what is actually the knowledge oriented and skill, based on
the KTSP curriculum and material development for the culinary art students at SMKN 1
Kisaran.
D. The Scope of the Study
The scope of the study is limitted to the descriptive text for the first year of
SMKN 1 Kisaran based on the curicullum in reading comprehension. In offer words, the
study is focused on developing of ESP materials for the students of vocational school
particularly in the Department of Culinary Art.
E. The Significance of the Study
The findings ofthis research are expected toprovide beneficial information
theoretically and practically for English teachers of Vocational School Culinary
Department.It can be described as follows:
1. Theoretically, the findings of the study will extend and enrich the horizon in
theories which related to the areas to investigate the English reading materials
that needed for the Tenth Grade Culinary Art Students of SMKN 1 Kisaran
according to the student needs and also on how to develop English reading
materials for vocational students.
6
2. Practically, the findings of the study will give some contribution to the teaching
English as a foreign languange as well as geting more information about
developing reading comprehension materials through descriptive text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The overarching aim of the study was to developed English reading text
material for culinary art students of SMKN 1 Kisaran. The study was guided by
following question ; How to develop English reading materials for the tenth grade
culinary art students of SMKN 1 Kisaran ?
This chapter conclude the findings of the study drawing on the question.
Based on the result of the study conclude that ten grade students of vocational
high school need English reading materials because they want to improve their
ability in reading and master reading skill. The English reading materials should
be developed due to student’s need and level. The content of reading materials
should be related to culinary major. The functional materials developed is based
on the real life situation to meet Vocational High School Students’ need in
reading skill. The English reading materials should be developed though 6 phases,
they were ; 1) Gathering information and data, 2) Analyzing data, 3) Designing
materials based on the needs analysis, 4) Validating the new reading materials by
experts, 5) Revising the new reading materials based on experts suggestions, and
6) Final product.
53
54
B. Suggestion
In relation to the conclusions, the suggestions are presented as follows :
1. Teacher
Teacher should consider the students’ needs for the future. Teacher should
taught the English reading materials that the contents are related to the
students field. The contents of reading materials for students of culinary
should be related to culinary in order to make students be easier to
understand the reading comprehension and make the successful learningprocess in the class.
2. Institution
The institution should encourage English teacher to identify students’ need
for learning English, and constructs the appropriate reading materials
which accommodate the students’ need. The materials are also should help
students’ for two fold goals, comprehending English and getting
information related to their study to make students are creative in the
future. The institution should have its own text book guides that related to
students’ need. Appropriate reading material make teaching-learning
process run smoothly and effectively.
3. Other Researcher
Other researcher should find many references to support in developing
reading materials. The open question of questionnaire should be
considered to give the students’ chance to deliver their wants in new
reading material.
55
REFERENCES
Anthony, L. 1997. Defining English for specific purposes and the role of theESP practicioner.
Retrieved February 16, 2015 fromwww.antlab.sci.waseda.ac.jp/abstracts/Aizukiyo97.pdf
Berardo, Sacha Antony. 2006. The Use of Authentic Materials in the Teaching ofReading. The
Reading Matrix, 6 (2)
Borg and Gall. 1985. Development Research. New York: Continuum.
Grabe& L.S. 2002.Teaching and Researching Reading. Great Britain: Person Education.
Graves, Kathleen. 2000. Designing language courses: A guide for
teachers.Boston:Heinle&Henle Publishing.
Harsono,Y.M 2007. Developing Learning Materials For Specific Purpose. Journal of TEFLIN
volume 18, number 2 2007.
Hutchinson, T. & Waters, A. (1987). English for specific purposes. Cambridge:Cambridge
University Press.
Masuhara, H. & Tomlinson, B. 2008. Materials for General English. In B. Tomlinson
(Ed.),English Language Learning Materials: A Critical Review. London: Continuum, pp.
17-36
Morellion, J. 2007. Collaborative Strategies for Teaching ReadingComprehension: Maximizing
Your Impact. Chicago: ALA Editions.
Nasution, S 2006.KurikulumdanPengajaran.Jakarta: BumiAksara.
Nunan, D. 2004. Task-based language teaching. Cambridge: CambridgeUniversity Press.
Pardiyono. 2007. PastiBisa! Teaching Genre-Based Writing. Yogyakarta: Andi Publisher.
Pinter, A. 2006. Teaching Young Language Learners. Oxford: Oxford UniversityPress.
56
Sudira, MP. 2006. Kurikulum Tingkat SatuanPendidikan SMK. Jakarta:
DepartemenPendidikanNasional.
Suharto, G. 2006. Pengukuran dan penilaian hasil belajar bahasa inggris.Yogyakarta: Pusat
Pelayanan dan Pengembangan Bahasa.
Tomlinson, B. 2001. Materials Development. In Carter, R. and Nunan, D.(Eds.), The Cambridge
Guide to Teaching English to Speakers of OtherLanguages. Cambridge: Cambridge
University Press.
CULINARY ART STUDENTS OF SMKN 1 KISARAN
A THESIS
Submitted to the English Department, Faculty of Languages and
Arts, State University of Medan, in partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan
By :
SRI WIRDANI WULANDARI
Reg. Number 2123321076
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Wulandari, Sri. Registration Number: 2123321076. Developing English
Reading Materials for Culinary Art Students of SMKN 1 Kisaran. A Thesis.
English Education Program, State University of Medan, 2017.
This study is aimed to develop English reading materials for vocational school.
This study was conducted by using Research and Development (R&D). The
subject of this research was Grade X students of Culinary Art Department of
SMKN 1 Kisaran, Asahan, Sumatera Utara consisting of 25 students. The data
consist of syllabus, lesson plan, syllabus and existing materials. Instrument of
collecting data were questionnaires and interview which were used to collect
information about students’ needs and learning needs. The need analysis showed
that 68% of students less to understood the reading texts and only 32% who can
be understood the text well. There were some reasons of the casebecause the text
is not relevant, difficult to understand the structure of word and sentences in
reading text and difficult to conclude the reading text. The evaluation of existing
reading materials showed that the existing reading materials are not intended for
students of Culinary Art Department. The existing reading materials are intended
for all vocational students. After the students’ need and reading materials had
been analyzed, the new reading material was developed that considering the
students’ need and the relevant with culinary. The genre of the reading texts
which were developed is descriptive text. Based on basic competence, kinds of
descriptive text which developed are describing people, describing place, and
describing taste of the food. The product of this study consists of three chapters
which titles are Chef Juna, Soto Medan and The Sipirok Restaurant. The product
was validated by an English teacher and an English lecturer with the mean score is
4.1 from 5. The product is categorized as “Good and Relevant” reading materials.
Keywords: Reading Materials, Research and Development, Vocational School
i
ABSTRAK
Wulandari, Sri. Nomor Induk Mahasiswa: 2123321076. Developing English
Reading Materials for Culinary Art Students of SMKN 1 Kisaran. Program
Studi Pendidikan Bahasa Inggris Universitas Negeri Medan, 2017.
Penelitian ini ditujukan untuk mengembangkan materi membaca bahasa Inggris
untuk sekolah kejuruan. Penelitian ini dilakukan dengan menggunakan metode
Penelitian dan Pengembangan (Research and Development). Subjek penelitian
adalah 25 orang siswa kelas X Jurusan Tata Boga SMKN 1 Kisaran, Asahan,
Sumatera Utara. Data terdiri dari silabus, rencana pelaksanaan pembelajaran, dan
materi membaca yang sedang digunakan Instrumen pengumpulan data
berupaangket dan wawancara yang digunakan untuk mengumpulkan data tentang
kebutuhan belajar siswa. Analisis kebutuhan siswa menunjukkan bahwa 68%
siswa kurang mampu untuk memahami teks bahasa Inggris dan hanya 32% siswa
yang mampu untuk memahami teks bahasa inggris dengan baik. Beberapa alasan
dari masalah ini karena teks tidak sesuai dengan jurusan mereka, sulit memahami
kata dan kalimat, serta sulit menyimpulkan isi teks. Evaluasi dari materi membaca
yang sedang digunakan menunjukkan bahwa materi membaca tersebut tidak
diperuntukkan kepada siswa Jurusan Tata Boga. Materi membaca tersebut
diperuntukkan kepada seluruh jurusan di sekolah kejuruan. Setelah kebutuhan
siswa dan materi membaca yang digunakan selesai dianalisis, dikembangkanlah
materi membaca baru dengan mempertimbangkan kebutuhan siswa dan sesuai
dengan berkaitan dengan kuliner. Jenis teks yang dikembangkan adalah deskriptif
teks. Berdasarkan kompetensi dasar, jenis deskriptif teks yang dikembang kan
berupa mendeskripsikan orang, mendeskripsikan tempatdan mendeskripsikan
rasa dari sebuah makanan. Produk dari penelitian ini terdiri dari tiga bab yang
berjudul Chef Juna, Soto Medan, dan The Sipirok Restaurant. Produk tersebut
telah divalidasi oleh seorang guru bahasa Inggris dan seorang dosen bahasa
Inggris dengan nilai rata-rata 4.1 dari 5. Produk tersebut dikategorikan sebagai
materi membaca yang “Baik dan Sesuai”.
Kata Kunci: MateriMembaca, Penelitian dan Pengembangan, Sekolah Kejuruan
ii
ACKNOWLEDGEMENT
The writer would like to acknowledge his great thanks and praise to the
Almighty, ALLAH SWT who has blessed and given the ability to the writer to
complete this thesis as the partial fulfillment of the requirements for degree of
Sarjana Pendidikan at the at English and Literature Department Faculty of
Languages and Arts, State University of Medan
This thesis would not have been possible without the guidance and help of
several individuals who always contribute and extend their valuable assistances in
the preparation and completion of this thesis. The writer’s appreciation goes to:
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 State University of Medan,
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Faculty of Languages and Arts, State University of Medan,
and his Thesis Examiners who have contributed on giving some of
feedback and suggestions in the writer’s Thesis.
Dra. Meisuri, M.A., the Secretary of English and Literature Department.
Nora Ronita Dewi,S.Pd, S.S, M.Hum., the Head of English Education
Program, English and Literature Department, Faculty of Languages and
Arts, State University of Medan
Prof. Dr. Zainuddin, M.Hum., the writer’s Thesis Superviser I and
Academic Advisor who has contributed his time, knowledge and
suggestion to help the writer on supervising this Thesis.
Rika, S.Pd., M.Hum., the writer’s Thesis Superviser II who has
contributed her time, knowledge and suggestion to help the writer on
supervising this Thesis.
Dr. Anni Holila Pulungan, M.Hum., the Thesis Examiners who have
contributed on giving some of feedback and suggestions in the writer’s
Thesis.
iii
Drs. Lidiman Sahat Martua Sinaga, M.Hum., the Thesis Examinerswho
have contributed on giving some of feedback and suggestions in the
writer’s Thesis.
Prof. Amrin Saragih, M.A., Ph.D., the Validator of writer’s products
who had given a valuable suggestion in develops English reading material.
All the Lecturers of English and Literature Department during her
academic year at State University of Medan, who have taught and given
knowledges to her encouragement and invaluable advices to complete this
thesis.
The Beloved parents, H. Yanto and Hj. Risnawati for the patience, love,
pray and financial support and taught many worth things in facing the life.
Thank also be given to beloved sister, Riska Tri Ulandari S.Psi.
Eis Sri Wahyuni, M.Pd., and Pantes, the Administration Staff of English
and Literature Department for helping writer preparing all the fulfillment
in conducting this thesis.
Drs. Edu Butar-Butar, MM., and Satria C.A Damanik, S.Pd.,the
Headmaster and English Teacher of SMKN 1 Kisaran, who had given
chance to the writer for collecting the data for his research, and all staff
and students who helped her to collecting the data during the research.
Syarifah fitriani, S.Pd., Azura Nst, S.I.Kom., Bintang SR Marbun,
S.Ked., Ritzky Amelia, S.Kg., Siti Utami,S.kg., for their support,
kindness and care to the writer in finishing this thesis.
All his friends in English and Literature Department and State University
of Medan and The people who directly or indirectly contributed in this
study.
The writer hopes that the help and support which were given to writer will
be repaid by God. Finally, the writer admits this thesis is still far from being
perfect. Therefore, the writer wants to invites all of the readers to give more
suggestion.
Medan, February 2017
The writer
Sri Wirdani Wulandari
NIM.2123321076
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TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................... i
ACKNOWLEDGMENT ...................................................................................... iii
TABLE OF CONTENTS ...................................................................................... v
LIST OF FIGURES ........................................................................................... viii
LIST OF TABLES ............................................................................................... ix
LIST OF APPENDICES ....................................................................................... x
CHAPTER I. INTRODUCTION
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 ............................................................................. 6
E. The Significance of the Study ................................................................... 6
CHHAPTER II. REVIEW OF REALATED LITERATURE
A. Literature Review ...................................................................................... 7
1. English Teaching and Learning at Vocational School ........................ 7
a. The Curriculum ............................................................................. 7
b. Culinary Art Study Program ....................................................... 10
2. English for Specific Purpose ............................................................. 10
a. Definition of ESP ........................................................................ 11
b. Need Analysis ............................................................................. 12
3. Concept of Reading ........................................................................... 14
v
a. Reading Comprehension ............................................................. 14
b. Reading Materials ....................................................................... 15
c. Genre ........................................................................................... 16
4. Materials Development ..................................................................... 18
a. Definition of Materials Development ......................................... 18
b. Criteria of Good Materials .......................................................... 20
c. The Characteristic of Good Reading Materials ........................... 21
d. The Model and Material Design ................................................. 22
5. Materials Evaluation ......................................................................... 25
B. Relevant of Studies ................................................................................. 26
C. Conceptual Framework ........................................................................... 28
CHAPTER III. METHODOLOGY
A. Research Design ...................................................................................... 30
B. Setting and Subject of the Research ........................................................ 31
C. Procedure of the Research ....................................................................... 32
D. Data Collecting Technique and Research Instruments ........................... 33
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. Gathering Information and Data ............................................................. 35
B. Analyzing Data........................................................................................ 36
1. Need Analysis .................................................................................. 36
a. Target Needs ............................................................................... 36
b. Learning Needs ........................................................................... 39
2. Existing Materials ............................................................................. 41
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3. Designing New Reading Materials ................................................... 44
4. Validating by Expert ......................................................................... 47
5. Revising Reading materials............................................................... 48
6. Revised-Developing Reading Materials (Final product) .................. 49
C. Discussion ............................................................................................... 50
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................................. 53
B. Suggestion ............................................................................................... 54
REFERENCES.................................................................................................... 55
APPENDIX ......................................................................................................... 57
vii
LIST OF FIGURES
Page
2.1 The Materials Design Model ......................................................................
24
3.1 procedure of the Research ..........................................................................
33
viii
LIST OF TABLES
Page
Table 4.1 Evaluation of Existing Materials......................................................
46
Table 4.2 English Teacher’s Validation Score .................................................
52
Table 4.3 English Lecturer’s Validation Score ................................................
53
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LIST OF APPENDICES
Page
Appendix A Questioner....................................................................................
57
Appendix B Interview ......................................................................................
63
Appendix C Existing Materials ........................................................................
73
Appendix D Developing Materials ..................................................................
75
Appendix E Validating by Expert ....................................................................
86
Appendix F Final Product ................................................................................
95
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading means different things to different people, for some it is recognizing
written words, while for others it is an opportunity to teach pronunciation and
practice speaking, Berardo (2006). However reading always has a purpose. It is
something that we do everyday, it is an integral part of our daily lives, taken very
much for granted and generally assumed to be something that everyone can do.
The reason for reading depends very much on the purpose for reading. The use of
authentic materials in the classroom is discussed, with the student benefiting from
the exposure to real language being used in a real context.
Reading has many benefits to the learners. Thanh (2010) mentions several
benefits of reading for learner, such as: for pronunciation improvement, for
vocabulary enrichment (readers can gain a vast vocabulary and essential
knowledge), for spelling capability (the students will have chance to interact and
see the language), for relaxation (release stress through fun reading), for reader’s
spiritual development, for enhancement writing skill, and for continuous
knowledge updating.
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 N 1 Kisaran is School-Based Curriculum or
1
2
“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.
In relation to the goal of English teaching and learning process in Educational Unit
Level Curriculum, (Kurikulum Tingkat SatuanPendidikan : KTSP), students’ English
proficiency in mastering the four language skill, particularly in reading skill. It means
that though reading is one of the most important skills of those. Reading is the ability to
draw meaning from printed page and interpret the information approximately.
An important goal of reading instruction is to help students to become strategic
readers, in the sense that they will be able to use effective reading strategies to gain
better comprehension. This is line with the objectives of reading instruction in senior
high school is to develop the students reading skill so that they can read English texts
effectively and efficiently (curriculum, 2006).
In fact, a research on reading skill in Indonesia has shown that the students’ skill
particularly in reading comprehension are still far from satisfactory. PISA (the program
for international students assessment) that is held by OECD (the organization for
economic cooperation and development) in 2009 was stated that Indonesian students’
achievement especially at the age of 15 is regarded low in reading. They just read
without any abilities to relate the content of their reading text with their background
knowledge. This case indicates that Indonesian students especially Senior High School
has low ability in reading skill. It is supported on the other researcher’s experience.
3
In SMK N 1 Kisaran especially for culinary art students, they had different
materials from the general school since their learning was related to the culinary art. In
fact, even they used the different textbook with the general school, vocational textbook
but the materials of the textbook was quite same with the general schools. It consisted of
general materials specially for reading materials and different topics with their own
major.
Based on the research’s observation at SMKN 1 Kisaran, the materials delivered
and used in this school did not improve the students reading skill effectively and did not
help the students much in the future work. In fact, students who take a vacation of
culinary were taught by using teaching materials which were unrelated to the culinary.
It is can be seen by the book that government distribute to the schools for
students handbook. Specifically in SMKN 1 Kisaran, the English reading materials they
use is “Get Along With English” publish by Erlangga, in 2010. There is no know about
the object of the text so the students are not interested to learn about it.
Actually, the students having vocational of culinary need to study English to
support their vocational, but the English should be specialized; the English should be
relevant to the specific purpose that they have, so there will be no gap between the
English materials and what the students need about English as an international language
related to a vocational purpose that they have.
English is required for many specific purposes. In practice, there are variants of
English use; depending on the specific purposes. This specification of English use will
help learners to master English as well as what they need in term of specific purpose
4
that they have. In education, ESP needs to be applied many students are bored in
reading a text which contains unrelated topic to their environment, it can be implied that
ESP can reduce this bad condition.
Through ESP, students will find some teaching materials which are related to
thevocations that they have. Thus, it will be interesting for the students to read the text,
and finally the text will enrich the students’ knowledge about their vocation.In other
words, by having ESP, students will learn English based on what they need.
In this case, teachers should take notice of designing teaching materials based on
students’ needs related to the vocations that the students focus on. A teacher has a
responsibility to facilitate students in learning in the classroom. It was suggested that
teachers have to develop reading materials based on students’ need –vocational purpose
as an application of ESP.Basedon the above explanation, the researcher is interested in
Developing Reading Text Materials for The Tenth Grade Culinary Art Students of
SMKN 1 Kisaran.
B. The Problem of the Study
Based on the research background, the research problem is formulated as the
following:How to develop English reading materials for the tenth grade culinary art
students of SMKN 1 Kisaran?
C. The Objective of the Study
5
Concerning with the problem mentioned above, the objective of the study is to
develop the teaching reading materials for the tenth gradeculinary art students of SMKN
1 Kisaran. In other words, what is actually the knowledge oriented and skill, based on
the KTSP curriculum and material development for the culinary art students at SMKN 1
Kisaran.
D. The Scope of the Study
The scope of the study is limitted to the descriptive text for the first year of
SMKN 1 Kisaran based on the curicullum in reading comprehension. In offer words, the
study is focused on developing of ESP materials for the students of vocational school
particularly in the Department of Culinary Art.
E. The Significance of the Study
The findings ofthis research are expected toprovide beneficial information
theoretically and practically for English teachers of Vocational School Culinary
Department.It can be described as follows:
1. Theoretically, the findings of the study will extend and enrich the horizon in
theories which related to the areas to investigate the English reading materials
that needed for the Tenth Grade Culinary Art Students of SMKN 1 Kisaran
according to the student needs and also on how to develop English reading
materials for vocational students.
6
2. Practically, the findings of the study will give some contribution to the teaching
English as a foreign languange as well as geting more information about
developing reading comprehension materials through descriptive text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The overarching aim of the study was to developed English reading text
material for culinary art students of SMKN 1 Kisaran. The study was guided by
following question ; How to develop English reading materials for the tenth grade
culinary art students of SMKN 1 Kisaran ?
This chapter conclude the findings of the study drawing on the question.
Based on the result of the study conclude that ten grade students of vocational
high school need English reading materials because they want to improve their
ability in reading and master reading skill. The English reading materials should
be developed due to student’s need and level. The content of reading materials
should be related to culinary major. The functional materials developed is based
on the real life situation to meet Vocational High School Students’ need in
reading skill. The English reading materials should be developed though 6 phases,
they were ; 1) Gathering information and data, 2) Analyzing data, 3) Designing
materials based on the needs analysis, 4) Validating the new reading materials by
experts, 5) Revising the new reading materials based on experts suggestions, and
6) Final product.
53
54
B. Suggestion
In relation to the conclusions, the suggestions are presented as follows :
1. Teacher
Teacher should consider the students’ needs for the future. Teacher should
taught the English reading materials that the contents are related to the
students field. The contents of reading materials for students of culinary
should be related to culinary in order to make students be easier to
understand the reading comprehension and make the successful learningprocess in the class.
2. Institution
The institution should encourage English teacher to identify students’ need
for learning English, and constructs the appropriate reading materials
which accommodate the students’ need. The materials are also should help
students’ for two fold goals, comprehending English and getting
information related to their study to make students are creative in the
future. The institution should have its own text book guides that related to
students’ need. Appropriate reading material make teaching-learning
process run smoothly and effectively.
3. Other Researcher
Other researcher should find many references to support in developing
reading materials. The open question of questionnaire should be
considered to give the students’ chance to deliver their wants in new
reading material.
55
REFERENCES
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