MATERIALS OF ENGLISH USED FOR TEACHING ENGLISH FOR SPECIFIC PURPOSES IN TENTH GRADE STUDENTS OF SMK MUHAMMADIYAH 1 MALANG
MATERIALS OF ENGLISH USED FOR TEACHING ENGLISH FOR SPECIFIC
PURPOSES IN TENTH GRADE STUDENTS OF SMK MUHAMMADIYAH 1
MALANG
THESIS
By:
NUR ASYIAH AL – AZIZAH
201110100311081
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MATERIALS OF ENGLISH USED FOR TEACHING ENGLISH FOR SPECIFIC
PURPOSES IN TENTH GRADE STUDENTS OF SMK MUHAMMADIYAH 1
MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
NUR ASYIAH AL – AZIZAH
201110100311081
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ORIGINALITY DECLARATION
The undersigned:
Name
:
Nur Asyiah Al – Azizah
Students ID number
:
201110100311081
Program of study
:
English Department
Faculty
:
Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does not
incorporate without acknowledgement any material previously submitted for a degree or
diploma in any university. To the best of my knowledge this thesis does not contain any
material previously published or written by another person expect where due reference is
made in test.
Malang, November 2, 2015
Nur Asyiah Al – Azizah
MOTTO AND DEDICATION
ACKNOWLEDGEMENTS
Alhamdulillah, praise to Allah, the Merciful and Charitable. Because of His guidance,
blessing, and affection, the researcher finally can finish this thesis. Also may sholawat and
salam always be given to the last messenger Muhammad SAW.
The researcher would like to express her deepest gratitude to Dr. Sudiran, M. Hum and
Nurakhfini Septiani, M. A, M. Ed for their kindness in giving suggestions, invaluable guidance
and advice during the consultation period, and their comments and corrections during the
completion of this thesis.
Her sincere gratitude and appreciation are also extend to the teachers and students in
tenth grade students of Computer and Network Engineering class at SMK Muhammadiyah 1
Malang who had given her the opportunity to conduct the research.
Moreover, she would like to dedicate this research to her beloved and wonderful big
family of Achmad Kelake, especially to her Dad Abdul Azis M. Taher and Mom ST. Aminah
Achmad, who always become her inspiring people to do the best in every chance she gets, and
also her beautiful sister Naimatul Muhajiroh and husband (Alif Nurfisiansyah) and her
handsome brother Achmad Ruziq Al-Mahi.
Finally, a special thanks to her closest friends (Bunga, Finsha, Indes, Dinar, Icha, Alfi,
Unaidah, Izzul, Rahibun), angkatan 2011 PAB ‘n GCK, PPM Nur Muhammad, all the genks,
6th months friends in Library, and all of B class 2011 friends for their encouragements, loves,
cares, helps and prays so that she can finish this thesis. It is hoped that this thesis can be useful
and beneficial for people who read it.
Malang, November 2, 2015
The Writer,
Nur Asyiah Al – Azizah
TABLE OF CONTENTS
APPROVAL ............................................................................................................................ iii
LEGALISATION .................................................................................................................... iv
ORIGINALITY DECLARATION ......................................................................................... v
MOTTO AND DEDICATION............................................................................................... vi
ACKNOWLEDGEMENTS .................................................................................................. vii
ABSTRACT ........................................................................................................................... viii
TABLE OF CONTENTS ....................................................................................................... ix
CHAPTER I: INTRODUCTION ........................................................................................... 1
1.1 Background of Study .................................................................................................... 1
1.2 Statements of Problem ................................................................................................. 4
1.3 Purposes of Study ......................................................................................................... 4
1.4 Significance of Study .................................................................................................... 5
1.5 Scope and Limitation .................................................................................................... 5
1.6 Definition of Key Terms ............................................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE................................................... 7
2.1 Teaching Material ......................................................................................................... 7
2.1.1 The Definition of Teaching Material .................................................................... 7
2.1.2 Material Development .......................................................................................... 8
2.2 Teaching English ........................................................................................................ 12
2.3 Teaching English in Vocational High Schools ........................................................... 14
2.4 English for Specific Purposes ..................................................................................... 18
2.4.1 The Definition of English for Specific Purposes ................................................ 18
2.4.2 Characteristics of English for Specific Purposes ................................................ 20
CHAPTER III: RESEARCH METHODOLOGY.............................................................. 22
3.1 Research Design ......................................................................................................... 22
3.2 Subject of the Study.................................................................................................... 23
3.3 Research Instrument ................................................................................................... 23
3.3.1 Documentation .................................................................................................... 23
3.3.2 Interview ............................................................................................................. 24
3.4 Data Collection ........................................................................................................... 25
3.4.1 Procedure of Data Collection .............................................................................. 25
3.5 Data Analysis.............................................................................................................. 26
CHAPTER IV: FINDINGS AND DISCUSSION................................................................ 27
4.1 Findings ...................................................................................................................... 27
4.1.1 The Materials used by Teacher in Teaching ESP at Tenth Grade Students of
SMK Muhammadiyah 1 Malang ...................................................................................... 27
4.1.2 The Problems Faced by Teacher in Teaching the Material ................................ 34
4.1.3 The Teachers’ Solutions to Solve the Problems Faced in Teaching the Materials
.......................................................................................................................................... 35
4.2 Discussion ................................................................................................................... 36
CHAPTER V: CONCLUSION AND SUGGESTIONS ..................................................... 39
5.1 Conclusion .................................................................................................................. 39
5.2 Suggestions ................................................................................................................. 40
REFERENCES
APPENDIXES
BIBLIOGRAPHY
Arikunto, Suharsimi. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka
Cipta.
Ary, D., Lucy, C.J., Asghar R., & Chris, S.(Eds). (2006). Introduction to Research in
Education. CA:Thomson Wadsworth.
Ary, D., Jacobs, Lucy C.J., & Asghar R. (2010). Introduction to Research in Education 8th
edition, Wardswoth Cengage Learning. Canada: Nelson Education ltd.
BSNP. (2006). Standar Kompetensi dan Kompetensi Dasar SMk / MAK. Jakarta: Badan
Standar Nasional Pendidikan.
Celce, M.M. (2001). Teaching English as Second or Foreign Language. Third Edition. United
Kingdom: United States of America.
Ilmillahdini, W.Y., Sumarsono, P. (2014). The effectiveness of picture series as a media to
improve students’ writing skill. Culture, English Language Teaching, Literature and
Linguistics Journal,Volume 1, Number 1, 29-42.
Komang, M. (2014). Thesis: Developing Blended Learning Based Reading Materials For The
Tenth Grade Multimedia Students Of Smk Wira Harapan. Unpublished.
Liu, Chihyang. (2007). Dissertation: A Descriptive Study Of How English Is Used And
Learned Liguistically And Culturally In A Taiwanese Buddhist Monastery In Los
Angeles. Unpublished.
Mulyasa, H.E. (2014). Pengembangan dan Implementasi Kurikulum 2013: Rosda.
Richard, J.C. (2001). Curriculum Development in Language Teaching. New York:
Cambridge University Press.
Ruth, C.C, Richard, E.M. (2011). E-learning and the science of instruction: proven guidelines
for consumers and designers of multimedia learning. United State: Pfeiffer
Setiadi, Bambang. (2006). Teaching English as a Foreign Language. Yogyakarta: Graha
Ilmu.
Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Cetakan ke-17.
Bandung: Alfabeta.
Tomlinson, B. (2001). Materials development. Cambridge: Cambridge University Press.
Tomlinson, B. (2008). English Language Teaching Materials. London: Continuum.
Tomlinson, Brian. (2012). Materials Development for Language Learning and Teaching.
Lang. Teach (2th ed). 45.2, 143-179 c. Cambridge: Cambridge University Press.
(Retrieved: 29 January 2013).
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statements of the problem,
purposes of the study, significance of the study, scope and limitation, and the
definition of the key terms.
1.1
Background of the Study
English as an international language is used by people not only for
communicating to other people who come from different countries but also for
providing a source of knowledge. English plays a very important role in every aspects
of life. In Indonesia, English is taken as the first foreign language that is taught since
elementary school level, with great expectation that the students will be able to
understand written and spoken English based on their stage. Based on the 2006
School Based Curriculum, the purposes of English teaching is to enable students to
master the four language skills: listening, speaking, reading, and writing.
Vocational high school or SMK is a school which has different characteristics
from common senior high school (SMA) from some point of views. Obviously,
common senior high schools focus on the students’ readiness to continue their study
to university or higher level of education. Nevertheless, based on National Board of
Educational Standard (BSNP 2006), the curriculum in vocational school is arranged
to train the students to be qualified enough to jump to the working field. In other
1
2
words, vocational high school focuses on the students’ readiness to do a certain job
expertise.
Vocational school is quite different from senior high school. These differences
do not mean to downgrade the quality of one of them, however, there are some
characteristics of SMK which become points of benefits than SMA. First, SMK is
prepared for those who want to either continue studying to a higher level of
education, university level, or seeking a job, since the SMK curriculum has more
practical study than theories which aim to create graduators who are ready to compete
in the job world. Second, since the orientation of the SMK curriculum is prepared for
workers, the learning activity is dominated in the job field than in the class. The class
is only used to deliver the necessary materials for facing the job field. Therefore, all
the materials given to the students are mostly related to jobs and of course English is
not an exception, and this becomes the third benefit.
Based on BSNP (2006), English subject in vocational high schools has two
purposes, namely: (1) to master the basic knowledge and skill of English to support
their expertise program; and (2) to apply the mastery of the ability and skill in
English to communicate both spoken and written on intermediate level. Both of those
purposes are the nature of vocational school that prepares the students to be ready to
work with qualified expertise.
To gain qualified expertise in English, the students should be motivated by
teaching and learning process. Mayer and Clark (2011) stated that students will have
meaningful learning when they appropriately engage in all three important cognitive
3
processes; namely: (1) paying attention to relevant words and images in the presented
material (Selecting words and images); (2) organizing the selected material in
coherent verbal and pictorial representations (Organizing words and images); and (3)
integrating incoming verbal and pictorial representations with each other and with
existing knowledge (Integrating). Using the appropriate materials based on their
needs is determined as a basic need. In other words, appropriate design of materials
that based on English for Specific Purpose (ESP) is absolutely needed.
The result of previous research by Komang (2014) in SMK Wira Harapan Bali
showed that:
(1) The students need specific reading material based on their future job.
(2) The design of Blended Learning make the teaching and learning process became
student- centered activity and makes the students become self-assisted language
learners.
(3) The developed blended learning had a very high validity.
(4) The developed blended learning could improve the students’ reading
comprehension, and
(5) In developing and implementing the blended learning based reading material, the
technical problem was faced by the teacher.
Based on the explanation above, the researcher wants to analyze the materials
in English textbook that is used to teach English for Specific Purposes in SMK
Muhammadiyah 1 Malang in order to know whether the materials are already suitable
and appropriate with the students’ needs.
4
1.2
Statements of the Problems
Based on the background above, the problems of this study are stated as
follows:
1. What materials are used in teaching English for Specific Purposes in the
tenth grade students of SMK Muhammadiyah 1 Malang?
2. What problems are faced by the teacher in teaching the materials of English
for Specific Purposes in the tenth grade students of SMK Muhammadiyah 1
Malang?
3. How the teacher solved the problems in teaching the materials of English
for Specific Purposes in the tenth grade students of SMK Muhammadiyah 1
Malang?
1.3
Purposes of the Study
With reference to the problems above, the purposes of study are:
1. To know the materials in teaching English for Specific Purposes in tenth
grade students of SMK Muhammadiyah 1 Malang.
2. To know the problems faced by teacher in teaching the materials of English
for Specific Purposes in tenth grade students of SMK Muhammadiyah 1
Malang.
3. To find out the solution to the problems faced by teacher in teaching the
materials of English for Specific Purposes in the tenth grade students of
SMK Muhammadiyah 1 Malang?
5
1.4
Significance of the Study
The writer hopes that the result of this research can contribute some ideas,
concept and information to the vocational school teacher in term of creating variation
of teaching English for Specific Purposes by using the appropriate materials. It will
give information on the use of material which is appropriate in teaching English for
Specific Purposes to vocational students.
The study also expected to give significant improvement to the students in term
of developing their skills in English. Through the implementation of appropriate
material, the students can use English as a mean of communication.
The last, the result of this study can be used as a reference for the next
researcher. This study is expected to be used as a strategy of the follow up research in
teaching English for Specific Purposes for vocationalstudents.
1.5
Scope and Limitation
This study intends to explain about materials used by vocational school teacher
in teaching English for Specific Purposes and the problems faced by teacher in teaching
the materials. Furthermore, the writer also explains about vocational students’
response toward those materials used by vocational school teacher. Moreover, this
study does not focus on all grade students at SMK Muhammadiyah 1 Malang, but
only focuses on tenth grade students at SMK Muhammadiyah 1 Malang.
6
1.6
Definition of the Key Terms
To avoid misunderstanding of the ideas used in this study, the key terms are
explained as follows:
1.
Analysis is a method by which a thing is separated into parts, and those
parts are given rigorous, logical, detailed security resulting in a consistent
and relatively complete account of the elements of the thing and the
principles of their organization (Nafsiyah, 2007).
2.
Textbook is a standard material of instruction in a certain subject that is
arranged by some experts to support teaching learning process and it is
understandable by users in school and college (Tarigan, 1986).
3.
Response is behavioral in essence a response or replay to stimulus (Sarlito,
1995).
PURPOSES IN TENTH GRADE STUDENTS OF SMK MUHAMMADIYAH 1
MALANG
THESIS
By:
NUR ASYIAH AL – AZIZAH
201110100311081
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MATERIALS OF ENGLISH USED FOR TEACHING ENGLISH FOR SPECIFIC
PURPOSES IN TENTH GRADE STUDENTS OF SMK MUHAMMADIYAH 1
MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
NUR ASYIAH AL – AZIZAH
201110100311081
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ORIGINALITY DECLARATION
The undersigned:
Name
:
Nur Asyiah Al – Azizah
Students ID number
:
201110100311081
Program of study
:
English Department
Faculty
:
Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does not
incorporate without acknowledgement any material previously submitted for a degree or
diploma in any university. To the best of my knowledge this thesis does not contain any
material previously published or written by another person expect where due reference is
made in test.
Malang, November 2, 2015
Nur Asyiah Al – Azizah
MOTTO AND DEDICATION
ACKNOWLEDGEMENTS
Alhamdulillah, praise to Allah, the Merciful and Charitable. Because of His guidance,
blessing, and affection, the researcher finally can finish this thesis. Also may sholawat and
salam always be given to the last messenger Muhammad SAW.
The researcher would like to express her deepest gratitude to Dr. Sudiran, M. Hum and
Nurakhfini Septiani, M. A, M. Ed for their kindness in giving suggestions, invaluable guidance
and advice during the consultation period, and their comments and corrections during the
completion of this thesis.
Her sincere gratitude and appreciation are also extend to the teachers and students in
tenth grade students of Computer and Network Engineering class at SMK Muhammadiyah 1
Malang who had given her the opportunity to conduct the research.
Moreover, she would like to dedicate this research to her beloved and wonderful big
family of Achmad Kelake, especially to her Dad Abdul Azis M. Taher and Mom ST. Aminah
Achmad, who always become her inspiring people to do the best in every chance she gets, and
also her beautiful sister Naimatul Muhajiroh and husband (Alif Nurfisiansyah) and her
handsome brother Achmad Ruziq Al-Mahi.
Finally, a special thanks to her closest friends (Bunga, Finsha, Indes, Dinar, Icha, Alfi,
Unaidah, Izzul, Rahibun), angkatan 2011 PAB ‘n GCK, PPM Nur Muhammad, all the genks,
6th months friends in Library, and all of B class 2011 friends for their encouragements, loves,
cares, helps and prays so that she can finish this thesis. It is hoped that this thesis can be useful
and beneficial for people who read it.
Malang, November 2, 2015
The Writer,
Nur Asyiah Al – Azizah
TABLE OF CONTENTS
APPROVAL ............................................................................................................................ iii
LEGALISATION .................................................................................................................... iv
ORIGINALITY DECLARATION ......................................................................................... v
MOTTO AND DEDICATION............................................................................................... vi
ACKNOWLEDGEMENTS .................................................................................................. vii
ABSTRACT ........................................................................................................................... viii
TABLE OF CONTENTS ....................................................................................................... ix
CHAPTER I: INTRODUCTION ........................................................................................... 1
1.1 Background of Study .................................................................................................... 1
1.2 Statements of Problem ................................................................................................. 4
1.3 Purposes of Study ......................................................................................................... 4
1.4 Significance of Study .................................................................................................... 5
1.5 Scope and Limitation .................................................................................................... 5
1.6 Definition of Key Terms ............................................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE................................................... 7
2.1 Teaching Material ......................................................................................................... 7
2.1.1 The Definition of Teaching Material .................................................................... 7
2.1.2 Material Development .......................................................................................... 8
2.2 Teaching English ........................................................................................................ 12
2.3 Teaching English in Vocational High Schools ........................................................... 14
2.4 English for Specific Purposes ..................................................................................... 18
2.4.1 The Definition of English for Specific Purposes ................................................ 18
2.4.2 Characteristics of English for Specific Purposes ................................................ 20
CHAPTER III: RESEARCH METHODOLOGY.............................................................. 22
3.1 Research Design ......................................................................................................... 22
3.2 Subject of the Study.................................................................................................... 23
3.3 Research Instrument ................................................................................................... 23
3.3.1 Documentation .................................................................................................... 23
3.3.2 Interview ............................................................................................................. 24
3.4 Data Collection ........................................................................................................... 25
3.4.1 Procedure of Data Collection .............................................................................. 25
3.5 Data Analysis.............................................................................................................. 26
CHAPTER IV: FINDINGS AND DISCUSSION................................................................ 27
4.1 Findings ...................................................................................................................... 27
4.1.1 The Materials used by Teacher in Teaching ESP at Tenth Grade Students of
SMK Muhammadiyah 1 Malang ...................................................................................... 27
4.1.2 The Problems Faced by Teacher in Teaching the Material ................................ 34
4.1.3 The Teachers’ Solutions to Solve the Problems Faced in Teaching the Materials
.......................................................................................................................................... 35
4.2 Discussion ................................................................................................................... 36
CHAPTER V: CONCLUSION AND SUGGESTIONS ..................................................... 39
5.1 Conclusion .................................................................................................................. 39
5.2 Suggestions ................................................................................................................. 40
REFERENCES
APPENDIXES
BIBLIOGRAPHY
Arikunto, Suharsimi. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka
Cipta.
Ary, D., Lucy, C.J., Asghar R., & Chris, S.(Eds). (2006). Introduction to Research in
Education. CA:Thomson Wadsworth.
Ary, D., Jacobs, Lucy C.J., & Asghar R. (2010). Introduction to Research in Education 8th
edition, Wardswoth Cengage Learning. Canada: Nelson Education ltd.
BSNP. (2006). Standar Kompetensi dan Kompetensi Dasar SMk / MAK. Jakarta: Badan
Standar Nasional Pendidikan.
Celce, M.M. (2001). Teaching English as Second or Foreign Language. Third Edition. United
Kingdom: United States of America.
Ilmillahdini, W.Y., Sumarsono, P. (2014). The effectiveness of picture series as a media to
improve students’ writing skill. Culture, English Language Teaching, Literature and
Linguistics Journal,Volume 1, Number 1, 29-42.
Komang, M. (2014). Thesis: Developing Blended Learning Based Reading Materials For The
Tenth Grade Multimedia Students Of Smk Wira Harapan. Unpublished.
Liu, Chihyang. (2007). Dissertation: A Descriptive Study Of How English Is Used And
Learned Liguistically And Culturally In A Taiwanese Buddhist Monastery In Los
Angeles. Unpublished.
Mulyasa, H.E. (2014). Pengembangan dan Implementasi Kurikulum 2013: Rosda.
Richard, J.C. (2001). Curriculum Development in Language Teaching. New York:
Cambridge University Press.
Ruth, C.C, Richard, E.M. (2011). E-learning and the science of instruction: proven guidelines
for consumers and designers of multimedia learning. United State: Pfeiffer
Setiadi, Bambang. (2006). Teaching English as a Foreign Language. Yogyakarta: Graha
Ilmu.
Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Cetakan ke-17.
Bandung: Alfabeta.
Tomlinson, B. (2001). Materials development. Cambridge: Cambridge University Press.
Tomlinson, B. (2008). English Language Teaching Materials. London: Continuum.
Tomlinson, Brian. (2012). Materials Development for Language Learning and Teaching.
Lang. Teach (2th ed). 45.2, 143-179 c. Cambridge: Cambridge University Press.
(Retrieved: 29 January 2013).
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statements of the problem,
purposes of the study, significance of the study, scope and limitation, and the
definition of the key terms.
1.1
Background of the Study
English as an international language is used by people not only for
communicating to other people who come from different countries but also for
providing a source of knowledge. English plays a very important role in every aspects
of life. In Indonesia, English is taken as the first foreign language that is taught since
elementary school level, with great expectation that the students will be able to
understand written and spoken English based on their stage. Based on the 2006
School Based Curriculum, the purposes of English teaching is to enable students to
master the four language skills: listening, speaking, reading, and writing.
Vocational high school or SMK is a school which has different characteristics
from common senior high school (SMA) from some point of views. Obviously,
common senior high schools focus on the students’ readiness to continue their study
to university or higher level of education. Nevertheless, based on National Board of
Educational Standard (BSNP 2006), the curriculum in vocational school is arranged
to train the students to be qualified enough to jump to the working field. In other
1
2
words, vocational high school focuses on the students’ readiness to do a certain job
expertise.
Vocational school is quite different from senior high school. These differences
do not mean to downgrade the quality of one of them, however, there are some
characteristics of SMK which become points of benefits than SMA. First, SMK is
prepared for those who want to either continue studying to a higher level of
education, university level, or seeking a job, since the SMK curriculum has more
practical study than theories which aim to create graduators who are ready to compete
in the job world. Second, since the orientation of the SMK curriculum is prepared for
workers, the learning activity is dominated in the job field than in the class. The class
is only used to deliver the necessary materials for facing the job field. Therefore, all
the materials given to the students are mostly related to jobs and of course English is
not an exception, and this becomes the third benefit.
Based on BSNP (2006), English subject in vocational high schools has two
purposes, namely: (1) to master the basic knowledge and skill of English to support
their expertise program; and (2) to apply the mastery of the ability and skill in
English to communicate both spoken and written on intermediate level. Both of those
purposes are the nature of vocational school that prepares the students to be ready to
work with qualified expertise.
To gain qualified expertise in English, the students should be motivated by
teaching and learning process. Mayer and Clark (2011) stated that students will have
meaningful learning when they appropriately engage in all three important cognitive
3
processes; namely: (1) paying attention to relevant words and images in the presented
material (Selecting words and images); (2) organizing the selected material in
coherent verbal and pictorial representations (Organizing words and images); and (3)
integrating incoming verbal and pictorial representations with each other and with
existing knowledge (Integrating). Using the appropriate materials based on their
needs is determined as a basic need. In other words, appropriate design of materials
that based on English for Specific Purpose (ESP) is absolutely needed.
The result of previous research by Komang (2014) in SMK Wira Harapan Bali
showed that:
(1) The students need specific reading material based on their future job.
(2) The design of Blended Learning make the teaching and learning process became
student- centered activity and makes the students become self-assisted language
learners.
(3) The developed blended learning had a very high validity.
(4) The developed blended learning could improve the students’ reading
comprehension, and
(5) In developing and implementing the blended learning based reading material, the
technical problem was faced by the teacher.
Based on the explanation above, the researcher wants to analyze the materials
in English textbook that is used to teach English for Specific Purposes in SMK
Muhammadiyah 1 Malang in order to know whether the materials are already suitable
and appropriate with the students’ needs.
4
1.2
Statements of the Problems
Based on the background above, the problems of this study are stated as
follows:
1. What materials are used in teaching English for Specific Purposes in the
tenth grade students of SMK Muhammadiyah 1 Malang?
2. What problems are faced by the teacher in teaching the materials of English
for Specific Purposes in the tenth grade students of SMK Muhammadiyah 1
Malang?
3. How the teacher solved the problems in teaching the materials of English
for Specific Purposes in the tenth grade students of SMK Muhammadiyah 1
Malang?
1.3
Purposes of the Study
With reference to the problems above, the purposes of study are:
1. To know the materials in teaching English for Specific Purposes in tenth
grade students of SMK Muhammadiyah 1 Malang.
2. To know the problems faced by teacher in teaching the materials of English
for Specific Purposes in tenth grade students of SMK Muhammadiyah 1
Malang.
3. To find out the solution to the problems faced by teacher in teaching the
materials of English for Specific Purposes in the tenth grade students of
SMK Muhammadiyah 1 Malang?
5
1.4
Significance of the Study
The writer hopes that the result of this research can contribute some ideas,
concept and information to the vocational school teacher in term of creating variation
of teaching English for Specific Purposes by using the appropriate materials. It will
give information on the use of material which is appropriate in teaching English for
Specific Purposes to vocational students.
The study also expected to give significant improvement to the students in term
of developing their skills in English. Through the implementation of appropriate
material, the students can use English as a mean of communication.
The last, the result of this study can be used as a reference for the next
researcher. This study is expected to be used as a strategy of the follow up research in
teaching English for Specific Purposes for vocationalstudents.
1.5
Scope and Limitation
This study intends to explain about materials used by vocational school teacher
in teaching English for Specific Purposes and the problems faced by teacher in teaching
the materials. Furthermore, the writer also explains about vocational students’
response toward those materials used by vocational school teacher. Moreover, this
study does not focus on all grade students at SMK Muhammadiyah 1 Malang, but
only focuses on tenth grade students at SMK Muhammadiyah 1 Malang.
6
1.6
Definition of the Key Terms
To avoid misunderstanding of the ideas used in this study, the key terms are
explained as follows:
1.
Analysis is a method by which a thing is separated into parts, and those
parts are given rigorous, logical, detailed security resulting in a consistent
and relatively complete account of the elements of the thing and the
principles of their organization (Nafsiyah, 2007).
2.
Textbook is a standard material of instruction in a certain subject that is
arranged by some experts to support teaching learning process and it is
understandable by users in school and college (Tarigan, 1986).
3.
Response is behavioral in essence a response or replay to stimulus (Sarlito,
1995).