DEVELOPING ENGLISH LISTENING MATERIALS FOR THE TENTH GRADE STUDENTS OF TOURISM MAJOR IN VOCATIONAL SCHOOL.
DEVELOPING ENGLISH LISTENING MATERIALS FOR THE
TENTH GRADE STUDENTS OF TOURISM MAJOR
IN VOCATIONAL SCHOOL
A THESIS
Submitted as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
SIMON CHRISTOFEL SILALAHI
Registration Number: 2123121051
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Silalahi, Simon Christofel. Registration Number: 2123121051. Developing
English Listening Materials for the Tenth Grade Students of Tourism Major in
Vocational School.
The objective of this study is to find out what the English listening materials are
appropriate for students in tourism major. Tourism major becomes one of the majors
in Indonesia. Since Indonesia has many spots for tourism then it makes government
to improve the students’ ability in tourism major. Since the students need to
communicate with other people especially tourist then it needs to improve listening
skill. Because basically listening is a skill of English that consists of receiving,
constructing, and responding to verbal or nonverbal massage. In fact, the finding of
materials that provided for the Grade X students of Tourism major at SMK Negeri 7
Medan that listening materials provided in the textbook are not related to the
students’ major. Then it is needed to develop the English listening materials for the
tenth grade of tourism major. The research was conducted by using Research and
Development (R&D) method. The subject of this research was 2016/2017 students of
the tenth grade of tourism major in SMK Negeri 7 Medan. The number of the
students was 26 students. The data of this study were collected by using need analysis
questionnaire, and interview. It was found that 61.90% of the respondents assumed
that existing listening materials are not related to their major, and 93.75% expected
major-related English listening materials. The experts’ validation shows that the
developed listening materials are appropriate and recommended to be used. At the
end of this study, teachers are expected to be able to see the students’ needs and can
prepare even develop the materials in order to meet students’ needs and job.
Keywords: Research and Development, English listening materials, Tourism
i
ACKNOWLEDGEMENT
The researcher would like to express his deepest gratitude to Jesus Christ, the
Almighty and Most Beneficial, for His Grace, Guidance, Praise, Honor, and Mercy
that has been given to the researcher so that he finally accomplished his thesis
entitled: “Developing English Listening Materials for the Tenth Grade Students of
Tourism Major in Vocational School”.
In completing this thesis, the researcher realized that he faced some problems and
he had received the academic guidance, suggestions, and comments and got a lot of
assistance and moral support from many people. Therefore, The researcher would like
to express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Educational
Study Program.
Dr. Rahmad Husein, M.Ed., and Anggraini Thesisia Saragih, S.Pd.,
M.Hum., Thesis Advisors for their valuable time, knowledge, and guidance with
all their patience and wisdom during the process of accomplishing this thesis.
Prof. Dr. Berlin Sibarani, M.Pd., and Yeni Erlita, S.Pd., M.Hum., Examiners
for their valuable input to finish this thesis.
Eis Sri Wahyuningsih, M.Pd and Pantes, the Administration Staffs of English
Department.
Amiruddin, SP., MM, the Headmaster of SMK Negeri 7 Medan for giving the
permission and support to the researcher during the research.
ii
Drs. Robert Pardede, the English Teacher of SMK Negeri 7 Medan for helping
the researcher during the research and all of the students, especially the 10 th grade
of tourism major students.
for their endless love, support, and prayer.
His beloved parents Capt. Czi. Richard Silalahi () and Rumawati Naibaho
Special thanks to Clara Angely Siagian, S.Pd., for her great love, time,
patience, and support in finishing the thesis.
His little family “The Cocoon” Boy Atlaliust Simangunsong, S.Pd., Betharia
br. Sembiring Pandia, S.Pd., Putri Sembiring, Ratna Dewi br. Ginting,
S.Pd., Shely Theo Claudia Hutajulu, Silmi Tahari Nasution, and Theresia
Manalu, S.Pd. for their support, laugh, advices, and prayer.
His best friend “Estetika FC” Barli, Jovie, Naldi, Ryan, Krisman, Juan, and
Fajar for the great experiences and friendship
His all friends in PPL John, Artika, Sutan, Lani, and all the other friends that
cannot be mentioned for their support, prayer and togetherness.
The researcher realizes that this thesis still has the paucity; he conveniently
welcomes any suggestions, comments and advices that will improve the quality of
this thesis. He hopes that this thesis would be useful for those who read and interest
in the field of this study.
Medan, April 2017
The researcher,
Simon Christofel Silalahi
Reg. No 2123121051
iii
TABLE OF CONTENTS
Pages
ABSTRACT ................................................................................................................ i
ACKNOWLEDGEMNET .........................................................................................ii
TABLE OF CONTENTS..........................................................................................iv
LIST OF TABLES ....................................................................................................vi
LIST OF FIGURES .............................................................................................. .viii
LIST OF APPENDICES ..........................................................................................ix
CHAPTER I INTORDUCTION...............................................................................1
A. The Background of Study ................................................................................1
B. The Problem of Study ......................................................................................6
C. The Objectives of Study ...................................................................................6
D. The Scope of Study ..........................................................................................6
E. The Significance of Study ................................................................................7
CHAPTER II REVIEW OF LITERATURE ..........................................................8
A. Theoretical Framework ....................................................................................8
1. Listening ...........................................................................................................8
a.
The Definition of Listening .........................................................................8
b.
The Aims of Teaching Listening .................................................................9
c.
The Goal of Listening .................................................................................10
d.
The Importance of Listening ......................................................................11
e.
The Difficulties of Listening ......................................................................12
2. Learning Material ............................................................................................13
a.
The Definition of Learning Materials .........................................................13
b.
Learning Material Development.................................................................14
c.
Learning Materials Design .........................................................................16
d.
Appropriate Learning Material ...................................................................18
3. English for Specific Purposes .........................................................................22
iv
a.
The Origin of ESP ......................................................................................22
b.
The Classification of ESP ...........................................................................24
c.
Needs Analysis ...........................................................................................25
4. Travel Agency Tourism Vocational School ....................................................26
5. Research and Development .............................................................................27
B. Relevant Studies ..............................................................................................29
C. Conceptual Framework ...................................................................................31
CHAPTER III RESEARCH METHOD .................................................................33
A. Research Design ..............................................................................................33
B. Subject of the Study ........................................................................................34
C. Instruments of Data Collection .......................................................................34
D. Techniques of Collecting Data ........................................................................34
E. Technique of Data Analysis ............................................................................35
F. Procedures of Material Development .............................................................35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .............................38
A. Data .................................................................................................................38
B. Data Analysis ..................................................................................................39
C. Research Findings ...........................................................................................41
1.
Research and Information Collecting .........................................................41
2.
Planning ......................................................................................................52
3.
Development of Preliminary Form of Product ...........................................53
4.
Preliminary Field Testing ...........................................................................62
5.
Main Product Revision ...............................................................................63
D. Discussion .......................................................................................................66
CHAPTER V CONCLUSION AND SUGGESTION ............................................69
A. Conclusion ......................................................................................................69
B. Suggestion .......................................................................................................69
REFERENCES ..........................................................................................................71
APPENDIX ................................................................................................................74
v
LIST OF TABLES
Pages
Table 4.1 Topics in First Semester of Existing Listening Materials ..................... 38
Table 4.2 Number of Grade X students at SMK Negeri 7 Medan year
2016/2017............................................................................................. 39
Table 4.3 Basic Competencies of Grade X of Vocational School on
First Semester ....................................................................................... 39
Table 4.4 The Importance of Listening in Relation with Tourism Major ............. 43
Table 4.5 The Use of English in the Study ........................................................... 43
Table 4.6 The Importance of Improving Listening Skill ...................................... 44
Table 4.7 The Importance English Proficiency in Working Field ........................ 44
Table 4.8 Students’ Self-Judgment on Listening Ability in Relation with Major 45
Table 4.9 Students’ Self-Judgment on Listening Ability ...................................... 45
Table 4.10 Students’ Self-Judgment on Difficulties in Listening ......................... 45
Table 4.11 Students’ Self-Judgment on Existing Listening Materials .................. 46
Table 4.12 Students’ Expectation on Listening Activities .................................... 46
Table 4.13 Students’ need of Major – Related Listening Materials ..................... 46
Table 4.14 The Importance of Listening in Relation with Scope of Work ........... 47
Table 4.15 The Use of English in Working Area.................................................. 47
Table 4.16 The Function of Listening in Scope of Work ..................................... 48
vi
Table 4.17 The Importance of Listening to get a Job ........................................... 48
Table 4.18 Employees’ Self-Judgment on Listening Ability in Relation
with Job ............................................................................................... 48
Table 4.19 The Importance of Listening in Working Area ................................... 49
Table 4.20 Employees’ Judgment on Importance of always Listening to Guest .. 49
Table 4.21 Employees’ Expectation on Job Activities ......................................... 49
Table 4.22 The Importance of Improving Listening Skill .................................... 50
Table 4.23 The Developed Part of the Existing Listening Materials .................... 61
Table 4.24 Preliminary Field Test Result for Existing Listening Materials ......... 62
Table 4.25 Preliminary Field Test Result for Developed Listening Materials ..... 63
Table 4.26 The Validation Result of Validator I................................................... 64
Table 4.27 The Validation Result of Validator II ................................................. 65
vii
LIST OF FIGURES
Pages
Figure 2.1 A Material Design Model .................................................................... 17
Figure 2.2 Criteria for English Listening Materials .............................................. 20
Figure 2.3 Definition of Absolute and Variable Characteristics of ESP............... 23
Figure 2.4 Research and Development Cycle ....................................................... 28
Figure 3.1 The Stages of Small-Scale Educational Research and Development .. 36
viii
LIST OF APPENDICES
Pages
Appendix A Questionnaire.................................................................................... 74
Appendix B Interview Questions .......................................................................... 76
Appendix C The Transcript of Interviews ............................................................ 77
Appendix D Students’ Worksheet of the Preliminary Field Test ......................... 83
Appendix E Experts’ Validation Sheets................................................................ 93
Appendix F Existing Listening Materials .......................................................... .101
Appendix G Developed Listening Materials....................................................... 119
Appendix H Basic Competencies of Grade X of Vocational School.................. 168
ix
CHAPTER I
INTRODUCTION
A. The Background of Study
Countries have their own mother tongue such as China has Chinese language,
Indonesia has Bahasa Indonesia, and Thailand has Thai in communicating. It
would be difficult for Indonesian, Chinese, and Thai communicate each other if
they just can speak their mother tongue language. In this case, they need the
language that can connect them, that is English. English becomes the language
which makes people around the world able to communicate as it has been chosen
as world-wide language.
In Indonesia, English is utilized as a foreign language and plays important
roles for some life aspects. First, mastering English means have a big chance in
obtaining a better and well-paid job. Second, in Indonesia, people use English as
one of the subjects to be examined which has an important role to get higher
education level. Third, English is used as the access to promote recreation and
entertainment through media such as movies, some television programs, and radio
programs. The last, English is used as the access to gain the knowledge and
information through computer-mediated such as e-mail, chat, information source
from World Wide Web, and written-mediated such as newspapers and magazines.
It is clear that English no more seen as something new around people in
Indonesia.
1
2
In educational context, English has four skills which are learnt by students; they
are listening, speaking, reading, and writing. Even though it has become a high
demanded of necessity, sometimes it is still hard for people whose English is not their
mother tongue to listen to something in English. It is supported by seeing the fact that
people in Indonesia especially students still do not understand English movies
without the help of Bahasa Indonesia on the screen. Students are unable to get good
scores when doing listening comprehension in the classroom. Also this can be clearly
seen from the fact that there are so many students study at the university level that
feel lost ideas when they are listening to the lecture in the classroom which use
English to communicate or listening to the native speaker through the tape recorder.
Most students feel almost impossible to get the message of what is being heard at the
moment. So, it means, it is such a hard thing for students in Indonesia in mastering
English listening skill because Bahasa Indonesia which functions as the language in
the society covers the use of English.
However, listening is important because it is a skill of English that consists of
receiving, constructing, and responding to verbal or nonverbal message (Verderber, et
al., 2008, p.37). On the other words, when the teacher gives a listening session in the
class by saying a word, students‟ ears receive the word which improves their
pronunciation automatically. The brain processes the word and automatically it
improves the vocabulary of the students and at last the students will try to give
respond. It is as important as the other skills (speaking, reading, and writing) because
3
in fact every skill has its own part to support the other skills but students must have
good basic in English and have interest that will make the learning process go
smoother.
Moreover, listening skill becomes one of the skills that should be mastered since
it is a part of National Examination. Students have to listen carefully while the record
is playing. They need to gain the message from what is being said by the speaker and
then they need to write down the message on their paper test. Unfortunately it is hard
for the students who do not have good lesson in their school due to the material which
taught at school are not suitable with their major.
English teachers should find out the way out of this situation. Teacher should
know the factors that influence the achievement of student while doing the listening
section. Irrelevant materials, teaching strategy, and failure in managing students‟
motivation can be some factors which are possible to be influence the achievement of
students. English teacher usually teach his/her students by using available textbooks
which is not suitable with students‟ field study due to learning materials shortage
which are suitable with students‟ needs and their field study. She or he also selects
materials based on her or his own judgments and ignore students‟ level language
mastery whereas s/he has to start with recognition of students as individuals as well
as being members of a group … in general way, she/he will tailor her/his teaching
methods, the materials s/he use and the production she or he expect to the level s/he is
working with (Harmer, 2003:48). Harsono (2007:178) states that there will never be
4
perfect teaching materials that can be use anywhere, anytime for the same level of
students. Indeed, this condition should not discourage the teacher because she or he
can develop teaching learning materials for students to gain the learning objectives or
to meet the students‟ needs. As Tomlinson (2008:4) opines that “materials for
learners at all levels must provide exposure to authentic use of English through
spoken and written texts with the potential to engage the learners cognitively and
affectively”.
Unfortunately many teachers still do not consider this problem by teaching the
major related material. They still use the inappropriate material to teach the students
even though the listening materials are far away from the target needs of the students.
This situation was found in SMK Negeri 2 Balige when the writer did the Program
Pengalaman Lapangan, the students learnt English which was not suitable with their
major. Thus, while they were doing the listening they could not get the message from
what being heard. They did the listening section just to get the score from the teacher.
It also found when the writer did pre observation in SMK Negeri 7 Medan of the
material used by English teacher especially in major of tourism. The teacher used
more than one book as the sources in teaching English. One of the books which
mainly used by teacher entitled ‘Bahasa Inggris SMA-MA/SMK kelas X Wajib’. There
were found that some learning materials were not related to the major of the students
such as in chapter 1 entitled „Can I have your name, please?‟, chapter 3 entitled „Are
5
you OK?‟, and chapter 4 entitled „I‟d like to‟. Here is one of dialogue in the listening
section which took from chapter 1:
: Interesting book, isn‟t it?
: Yeah, really.
: By the way, my name‟s Mahadewa Kaisar.
: Nice to meet you. I‟m Pujaan Solehah
: Sorry, what‟s your first name again?
: Pujaan, but please call me Puja.
: Where do you live, Puja?
: I live in Ujung Berung, Bandung.
: Oh, do you? Which junior high school are you from?
: Junior High School 8. And what about you?
: I live in Dago, Bandung. I gradutated from Junior High
School 1.
Puja : Hey, that‟s a favorite school.
Dewa : I guess so.
(Taken from: Bahasa Inggris SMA-MA/SMK Kelas X, 2013, p.43)
Dewa
Puja
Dewa
Puja
Dewa
Puja
Dewa
Puja
Dewa
Puja
Dewa
From the dialogue above, it could be seen that the content was not related to
tourism. This could be seen from the topic in which Puja and Kaisar talk about.
Among the many vocational areas that constitute the world of English for Specific
Purposes (ESP), that of English for tourism is one of the most attractive because all of
us are tourists on countless occasions, bringing our own real experiences to the
classrooms (Simion, 2012, p.153). They will need to face many new people around
and are expected to be able to communicate well. The most common reasons for
communicating as a tourism worker are found to be offering destination guides,
making on-line ticketing and so on. It also means that they need to master listening to
create the good communication with the guests and to get the message from what is
being heard. But when they are taught material which is not related with their major
6
and listened the native speaker who speaks with high level then this situation makes
the students do not like English; they do not enjoy English lesson. Thus, they get
bored whenever learning English and ended up by not getting the point of learning
English. It is all happened just because the material used for them are material that
they do not need.
Based on the explanations above, it was important to develop listening material
especially in listening which related to students‟ major and students‟ need in order to
improving their ability in listening section and their mastery in listening skill to gain
better achievement and competency standards.
B. The Problem of Study
Based on the background of the study defined above, the problem of the study
was formulated as follows: “What English listening materials are appropriate for the
tenth grade students of tourism vocational school?”
C. The Objective of Study
The research was intended to develop appropriate English listening materials for
tenth grade students of Tourism Major of SMK Negeri 7 Medan.
D. The Scope of Study
7
In this study, the research focused on developing an English listening material of
students of vocational school majoring in tourism. The scope of this study was the
listening material of the tenth grade students Tourism major at SMK Negeri 7 Medan.
This study focused in reviewing the existing listening material in first semester
which then developed by considering the students‟ needs, syllabus, and major.
E. The Significance of Study
The finding of the study expects to be useful for:
Theoretically:
a. This research increases knowledge about how to develop and how
are the appropriate listening materials for tourism major.
Practically:
a. English teacher, as source to choose and develop the English
listening material that will be taught in the classroom.
b. English students, to build their interest in English and improve their
listening skill.
c. Other researchers who want to conduct similar research use this
study as reference.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
By looking the unrelated existing listening material, the terminology of
tourism majoring in vocational school, students’ needs, and the demands of
the market for scope of work. Then, developing listening materials which is
relevant to the students’ needs is needed.
Students know about the importance of English for their life moreover
they are from tourism major which is need to meet people (tourist) to
communicate with them. Besides, the demands of the market also need the
students to know much more about the terminology of tourism. So, students
expect they can get listening material related to their major and their needs,
which is also equipped with interactive media. Hence, the learning process can
motivate them to improve their listening ability to meet market demand. The
development of the existing listening material tries to help the students in
order to improve listening skill and fulfill their needs of terminology of
tourism. In addition, by equipping the developed listening materials with
interactive media, students are expected to more accustomed in using
interactive media and not only familiar with teacher’s dictation.
B. Suggestions
Based on the conclusion, the researcher suggests the stakeholder which
they are teacher and students should be able to use and develop learning
materials based on the students' needs and major and be aware of the demand
69
70
for the scope of work, so that they can work together with teacher to improve
their skills.
For other researcher, it is highly suggested to other researchers to conduct
studies on developing listening materials to students of vocational school to find
out the most appropriate listening materials which are related to their major and
needs.
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TENTH GRADE STUDENTS OF TOURISM MAJOR
IN VOCATIONAL SCHOOL
A THESIS
Submitted as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
SIMON CHRISTOFEL SILALAHI
Registration Number: 2123121051
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Silalahi, Simon Christofel. Registration Number: 2123121051. Developing
English Listening Materials for the Tenth Grade Students of Tourism Major in
Vocational School.
The objective of this study is to find out what the English listening materials are
appropriate for students in tourism major. Tourism major becomes one of the majors
in Indonesia. Since Indonesia has many spots for tourism then it makes government
to improve the students’ ability in tourism major. Since the students need to
communicate with other people especially tourist then it needs to improve listening
skill. Because basically listening is a skill of English that consists of receiving,
constructing, and responding to verbal or nonverbal massage. In fact, the finding of
materials that provided for the Grade X students of Tourism major at SMK Negeri 7
Medan that listening materials provided in the textbook are not related to the
students’ major. Then it is needed to develop the English listening materials for the
tenth grade of tourism major. The research was conducted by using Research and
Development (R&D) method. The subject of this research was 2016/2017 students of
the tenth grade of tourism major in SMK Negeri 7 Medan. The number of the
students was 26 students. The data of this study were collected by using need analysis
questionnaire, and interview. It was found that 61.90% of the respondents assumed
that existing listening materials are not related to their major, and 93.75% expected
major-related English listening materials. The experts’ validation shows that the
developed listening materials are appropriate and recommended to be used. At the
end of this study, teachers are expected to be able to see the students’ needs and can
prepare even develop the materials in order to meet students’ needs and job.
Keywords: Research and Development, English listening materials, Tourism
i
ACKNOWLEDGEMENT
The researcher would like to express his deepest gratitude to Jesus Christ, the
Almighty and Most Beneficial, for His Grace, Guidance, Praise, Honor, and Mercy
that has been given to the researcher so that he finally accomplished his thesis
entitled: “Developing English Listening Materials for the Tenth Grade Students of
Tourism Major in Vocational School”.
In completing this thesis, the researcher realized that he faced some problems and
he had received the academic guidance, suggestions, and comments and got a lot of
assistance and moral support from many people. Therefore, The researcher would like
to express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Educational
Study Program.
Dr. Rahmad Husein, M.Ed., and Anggraini Thesisia Saragih, S.Pd.,
M.Hum., Thesis Advisors for their valuable time, knowledge, and guidance with
all their patience and wisdom during the process of accomplishing this thesis.
Prof. Dr. Berlin Sibarani, M.Pd., and Yeni Erlita, S.Pd., M.Hum., Examiners
for their valuable input to finish this thesis.
Eis Sri Wahyuningsih, M.Pd and Pantes, the Administration Staffs of English
Department.
Amiruddin, SP., MM, the Headmaster of SMK Negeri 7 Medan for giving the
permission and support to the researcher during the research.
ii
Drs. Robert Pardede, the English Teacher of SMK Negeri 7 Medan for helping
the researcher during the research and all of the students, especially the 10 th grade
of tourism major students.
for their endless love, support, and prayer.
His beloved parents Capt. Czi. Richard Silalahi () and Rumawati Naibaho
Special thanks to Clara Angely Siagian, S.Pd., for her great love, time,
patience, and support in finishing the thesis.
His little family “The Cocoon” Boy Atlaliust Simangunsong, S.Pd., Betharia
br. Sembiring Pandia, S.Pd., Putri Sembiring, Ratna Dewi br. Ginting,
S.Pd., Shely Theo Claudia Hutajulu, Silmi Tahari Nasution, and Theresia
Manalu, S.Pd. for their support, laugh, advices, and prayer.
His best friend “Estetika FC” Barli, Jovie, Naldi, Ryan, Krisman, Juan, and
Fajar for the great experiences and friendship
His all friends in PPL John, Artika, Sutan, Lani, and all the other friends that
cannot be mentioned for their support, prayer and togetherness.
The researcher realizes that this thesis still has the paucity; he conveniently
welcomes any suggestions, comments and advices that will improve the quality of
this thesis. He hopes that this thesis would be useful for those who read and interest
in the field of this study.
Medan, April 2017
The researcher,
Simon Christofel Silalahi
Reg. No 2123121051
iii
TABLE OF CONTENTS
Pages
ABSTRACT ................................................................................................................ i
ACKNOWLEDGEMNET .........................................................................................ii
TABLE OF CONTENTS..........................................................................................iv
LIST OF TABLES ....................................................................................................vi
LIST OF FIGURES .............................................................................................. .viii
LIST OF APPENDICES ..........................................................................................ix
CHAPTER I INTORDUCTION...............................................................................1
A. The Background of Study ................................................................................1
B. The Problem of Study ......................................................................................6
C. The Objectives of Study ...................................................................................6
D. The Scope of Study ..........................................................................................6
E. The Significance of Study ................................................................................7
CHAPTER II REVIEW OF LITERATURE ..........................................................8
A. Theoretical Framework ....................................................................................8
1. Listening ...........................................................................................................8
a.
The Definition of Listening .........................................................................8
b.
The Aims of Teaching Listening .................................................................9
c.
The Goal of Listening .................................................................................10
d.
The Importance of Listening ......................................................................11
e.
The Difficulties of Listening ......................................................................12
2. Learning Material ............................................................................................13
a.
The Definition of Learning Materials .........................................................13
b.
Learning Material Development.................................................................14
c.
Learning Materials Design .........................................................................16
d.
Appropriate Learning Material ...................................................................18
3. English for Specific Purposes .........................................................................22
iv
a.
The Origin of ESP ......................................................................................22
b.
The Classification of ESP ...........................................................................24
c.
Needs Analysis ...........................................................................................25
4. Travel Agency Tourism Vocational School ....................................................26
5. Research and Development .............................................................................27
B. Relevant Studies ..............................................................................................29
C. Conceptual Framework ...................................................................................31
CHAPTER III RESEARCH METHOD .................................................................33
A. Research Design ..............................................................................................33
B. Subject of the Study ........................................................................................34
C. Instruments of Data Collection .......................................................................34
D. Techniques of Collecting Data ........................................................................34
E. Technique of Data Analysis ............................................................................35
F. Procedures of Material Development .............................................................35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .............................38
A. Data .................................................................................................................38
B. Data Analysis ..................................................................................................39
C. Research Findings ...........................................................................................41
1.
Research and Information Collecting .........................................................41
2.
Planning ......................................................................................................52
3.
Development of Preliminary Form of Product ...........................................53
4.
Preliminary Field Testing ...........................................................................62
5.
Main Product Revision ...............................................................................63
D. Discussion .......................................................................................................66
CHAPTER V CONCLUSION AND SUGGESTION ............................................69
A. Conclusion ......................................................................................................69
B. Suggestion .......................................................................................................69
REFERENCES ..........................................................................................................71
APPENDIX ................................................................................................................74
v
LIST OF TABLES
Pages
Table 4.1 Topics in First Semester of Existing Listening Materials ..................... 38
Table 4.2 Number of Grade X students at SMK Negeri 7 Medan year
2016/2017............................................................................................. 39
Table 4.3 Basic Competencies of Grade X of Vocational School on
First Semester ....................................................................................... 39
Table 4.4 The Importance of Listening in Relation with Tourism Major ............. 43
Table 4.5 The Use of English in the Study ........................................................... 43
Table 4.6 The Importance of Improving Listening Skill ...................................... 44
Table 4.7 The Importance English Proficiency in Working Field ........................ 44
Table 4.8 Students’ Self-Judgment on Listening Ability in Relation with Major 45
Table 4.9 Students’ Self-Judgment on Listening Ability ...................................... 45
Table 4.10 Students’ Self-Judgment on Difficulties in Listening ......................... 45
Table 4.11 Students’ Self-Judgment on Existing Listening Materials .................. 46
Table 4.12 Students’ Expectation on Listening Activities .................................... 46
Table 4.13 Students’ need of Major – Related Listening Materials ..................... 46
Table 4.14 The Importance of Listening in Relation with Scope of Work ........... 47
Table 4.15 The Use of English in Working Area.................................................. 47
Table 4.16 The Function of Listening in Scope of Work ..................................... 48
vi
Table 4.17 The Importance of Listening to get a Job ........................................... 48
Table 4.18 Employees’ Self-Judgment on Listening Ability in Relation
with Job ............................................................................................... 48
Table 4.19 The Importance of Listening in Working Area ................................... 49
Table 4.20 Employees’ Judgment on Importance of always Listening to Guest .. 49
Table 4.21 Employees’ Expectation on Job Activities ......................................... 49
Table 4.22 The Importance of Improving Listening Skill .................................... 50
Table 4.23 The Developed Part of the Existing Listening Materials .................... 61
Table 4.24 Preliminary Field Test Result for Existing Listening Materials ......... 62
Table 4.25 Preliminary Field Test Result for Developed Listening Materials ..... 63
Table 4.26 The Validation Result of Validator I................................................... 64
Table 4.27 The Validation Result of Validator II ................................................. 65
vii
LIST OF FIGURES
Pages
Figure 2.1 A Material Design Model .................................................................... 17
Figure 2.2 Criteria for English Listening Materials .............................................. 20
Figure 2.3 Definition of Absolute and Variable Characteristics of ESP............... 23
Figure 2.4 Research and Development Cycle ....................................................... 28
Figure 3.1 The Stages of Small-Scale Educational Research and Development .. 36
viii
LIST OF APPENDICES
Pages
Appendix A Questionnaire.................................................................................... 74
Appendix B Interview Questions .......................................................................... 76
Appendix C The Transcript of Interviews ............................................................ 77
Appendix D Students’ Worksheet of the Preliminary Field Test ......................... 83
Appendix E Experts’ Validation Sheets................................................................ 93
Appendix F Existing Listening Materials .......................................................... .101
Appendix G Developed Listening Materials....................................................... 119
Appendix H Basic Competencies of Grade X of Vocational School.................. 168
ix
CHAPTER I
INTRODUCTION
A. The Background of Study
Countries have their own mother tongue such as China has Chinese language,
Indonesia has Bahasa Indonesia, and Thailand has Thai in communicating. It
would be difficult for Indonesian, Chinese, and Thai communicate each other if
they just can speak their mother tongue language. In this case, they need the
language that can connect them, that is English. English becomes the language
which makes people around the world able to communicate as it has been chosen
as world-wide language.
In Indonesia, English is utilized as a foreign language and plays important
roles for some life aspects. First, mastering English means have a big chance in
obtaining a better and well-paid job. Second, in Indonesia, people use English as
one of the subjects to be examined which has an important role to get higher
education level. Third, English is used as the access to promote recreation and
entertainment through media such as movies, some television programs, and radio
programs. The last, English is used as the access to gain the knowledge and
information through computer-mediated such as e-mail, chat, information source
from World Wide Web, and written-mediated such as newspapers and magazines.
It is clear that English no more seen as something new around people in
Indonesia.
1
2
In educational context, English has four skills which are learnt by students; they
are listening, speaking, reading, and writing. Even though it has become a high
demanded of necessity, sometimes it is still hard for people whose English is not their
mother tongue to listen to something in English. It is supported by seeing the fact that
people in Indonesia especially students still do not understand English movies
without the help of Bahasa Indonesia on the screen. Students are unable to get good
scores when doing listening comprehension in the classroom. Also this can be clearly
seen from the fact that there are so many students study at the university level that
feel lost ideas when they are listening to the lecture in the classroom which use
English to communicate or listening to the native speaker through the tape recorder.
Most students feel almost impossible to get the message of what is being heard at the
moment. So, it means, it is such a hard thing for students in Indonesia in mastering
English listening skill because Bahasa Indonesia which functions as the language in
the society covers the use of English.
However, listening is important because it is a skill of English that consists of
receiving, constructing, and responding to verbal or nonverbal message (Verderber, et
al., 2008, p.37). On the other words, when the teacher gives a listening session in the
class by saying a word, students‟ ears receive the word which improves their
pronunciation automatically. The brain processes the word and automatically it
improves the vocabulary of the students and at last the students will try to give
respond. It is as important as the other skills (speaking, reading, and writing) because
3
in fact every skill has its own part to support the other skills but students must have
good basic in English and have interest that will make the learning process go
smoother.
Moreover, listening skill becomes one of the skills that should be mastered since
it is a part of National Examination. Students have to listen carefully while the record
is playing. They need to gain the message from what is being said by the speaker and
then they need to write down the message on their paper test. Unfortunately it is hard
for the students who do not have good lesson in their school due to the material which
taught at school are not suitable with their major.
English teachers should find out the way out of this situation. Teacher should
know the factors that influence the achievement of student while doing the listening
section. Irrelevant materials, teaching strategy, and failure in managing students‟
motivation can be some factors which are possible to be influence the achievement of
students. English teacher usually teach his/her students by using available textbooks
which is not suitable with students‟ field study due to learning materials shortage
which are suitable with students‟ needs and their field study. She or he also selects
materials based on her or his own judgments and ignore students‟ level language
mastery whereas s/he has to start with recognition of students as individuals as well
as being members of a group … in general way, she/he will tailor her/his teaching
methods, the materials s/he use and the production she or he expect to the level s/he is
working with (Harmer, 2003:48). Harsono (2007:178) states that there will never be
4
perfect teaching materials that can be use anywhere, anytime for the same level of
students. Indeed, this condition should not discourage the teacher because she or he
can develop teaching learning materials for students to gain the learning objectives or
to meet the students‟ needs. As Tomlinson (2008:4) opines that “materials for
learners at all levels must provide exposure to authentic use of English through
spoken and written texts with the potential to engage the learners cognitively and
affectively”.
Unfortunately many teachers still do not consider this problem by teaching the
major related material. They still use the inappropriate material to teach the students
even though the listening materials are far away from the target needs of the students.
This situation was found in SMK Negeri 2 Balige when the writer did the Program
Pengalaman Lapangan, the students learnt English which was not suitable with their
major. Thus, while they were doing the listening they could not get the message from
what being heard. They did the listening section just to get the score from the teacher.
It also found when the writer did pre observation in SMK Negeri 7 Medan of the
material used by English teacher especially in major of tourism. The teacher used
more than one book as the sources in teaching English. One of the books which
mainly used by teacher entitled ‘Bahasa Inggris SMA-MA/SMK kelas X Wajib’. There
were found that some learning materials were not related to the major of the students
such as in chapter 1 entitled „Can I have your name, please?‟, chapter 3 entitled „Are
5
you OK?‟, and chapter 4 entitled „I‟d like to‟. Here is one of dialogue in the listening
section which took from chapter 1:
: Interesting book, isn‟t it?
: Yeah, really.
: By the way, my name‟s Mahadewa Kaisar.
: Nice to meet you. I‟m Pujaan Solehah
: Sorry, what‟s your first name again?
: Pujaan, but please call me Puja.
: Where do you live, Puja?
: I live in Ujung Berung, Bandung.
: Oh, do you? Which junior high school are you from?
: Junior High School 8. And what about you?
: I live in Dago, Bandung. I gradutated from Junior High
School 1.
Puja : Hey, that‟s a favorite school.
Dewa : I guess so.
(Taken from: Bahasa Inggris SMA-MA/SMK Kelas X, 2013, p.43)
Dewa
Puja
Dewa
Puja
Dewa
Puja
Dewa
Puja
Dewa
Puja
Dewa
From the dialogue above, it could be seen that the content was not related to
tourism. This could be seen from the topic in which Puja and Kaisar talk about.
Among the many vocational areas that constitute the world of English for Specific
Purposes (ESP), that of English for tourism is one of the most attractive because all of
us are tourists on countless occasions, bringing our own real experiences to the
classrooms (Simion, 2012, p.153). They will need to face many new people around
and are expected to be able to communicate well. The most common reasons for
communicating as a tourism worker are found to be offering destination guides,
making on-line ticketing and so on. It also means that they need to master listening to
create the good communication with the guests and to get the message from what is
being heard. But when they are taught material which is not related with their major
6
and listened the native speaker who speaks with high level then this situation makes
the students do not like English; they do not enjoy English lesson. Thus, they get
bored whenever learning English and ended up by not getting the point of learning
English. It is all happened just because the material used for them are material that
they do not need.
Based on the explanations above, it was important to develop listening material
especially in listening which related to students‟ major and students‟ need in order to
improving their ability in listening section and their mastery in listening skill to gain
better achievement and competency standards.
B. The Problem of Study
Based on the background of the study defined above, the problem of the study
was formulated as follows: “What English listening materials are appropriate for the
tenth grade students of tourism vocational school?”
C. The Objective of Study
The research was intended to develop appropriate English listening materials for
tenth grade students of Tourism Major of SMK Negeri 7 Medan.
D. The Scope of Study
7
In this study, the research focused on developing an English listening material of
students of vocational school majoring in tourism. The scope of this study was the
listening material of the tenth grade students Tourism major at SMK Negeri 7 Medan.
This study focused in reviewing the existing listening material in first semester
which then developed by considering the students‟ needs, syllabus, and major.
E. The Significance of Study
The finding of the study expects to be useful for:
Theoretically:
a. This research increases knowledge about how to develop and how
are the appropriate listening materials for tourism major.
Practically:
a. English teacher, as source to choose and develop the English
listening material that will be taught in the classroom.
b. English students, to build their interest in English and improve their
listening skill.
c. Other researchers who want to conduct similar research use this
study as reference.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
By looking the unrelated existing listening material, the terminology of
tourism majoring in vocational school, students’ needs, and the demands of
the market for scope of work. Then, developing listening materials which is
relevant to the students’ needs is needed.
Students know about the importance of English for their life moreover
they are from tourism major which is need to meet people (tourist) to
communicate with them. Besides, the demands of the market also need the
students to know much more about the terminology of tourism. So, students
expect they can get listening material related to their major and their needs,
which is also equipped with interactive media. Hence, the learning process can
motivate them to improve their listening ability to meet market demand. The
development of the existing listening material tries to help the students in
order to improve listening skill and fulfill their needs of terminology of
tourism. In addition, by equipping the developed listening materials with
interactive media, students are expected to more accustomed in using
interactive media and not only familiar with teacher’s dictation.
B. Suggestions
Based on the conclusion, the researcher suggests the stakeholder which
they are teacher and students should be able to use and develop learning
materials based on the students' needs and major and be aware of the demand
69
70
for the scope of work, so that they can work together with teacher to improve
their skills.
For other researcher, it is highly suggested to other researchers to conduct
studies on developing listening materials to students of vocational school to find
out the most appropriate listening materials which are related to their major and
needs.
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