DEVELOPING ENGLISH READING MATERIALS FOR LIGHT VEHICLE ENGINEERING DEPARTMENT.
DEVELOPING ENGLISH READING MATERIALS
FOR LIGHT VEHICLE ENGINEERING DEPARTMENT
A THESIS
Submitted to Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By:
IMAMUL KHAIRA
Registration Number 2123321037
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Khaira, Imamul. Registration Number: 2123321037. Developing English
Reading Materials for Light Vehicle Engineering Department. A Thesis. English
Education Program, State University of Medan, 2016.
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 Light Vehicle Engineering Department of SMK
YPT Pangkalan Brandan consisting of 22 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 81.8 % of students had
difficult to understanding English reading text because 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 Light Vehicle
Engineering 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 vehicle. 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, tourism place, and historical building. The product
of this study consists of five chapters which titles are Soichiro Honda, Museum
Angkut, Coventry Transport Museum, TMII Transport Museum, and Cadillac Ranch.
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
Khaira, Imamul. Nomor Induk Mahasiswa: 2123321037. Developing English
Reading Materials for Light Vehicle Engineering Department. Skripsi. Program
Studi Pendidikan Bahasa Inggris Universitas Negeri Medan, 2016. English
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 22 orang
siswa kelas X Jurusan Teknik Kendaraan Ringan di SMK YPT Pangkalan Brandan.
Data terdiri dari silabus, rencana pelaksanaan pembelajaran, dan materi membaca
yang sedang digunakan. Instrumen pengumpulan data berupa angket dan wawancara
yang digunakan untuk mengumpulkan data tentang kebutuhan belajar siswa. Analisis
kebutuhan siswa menunjukkan bahsa 81.8 % siswa kesulitan untuk memahasi teks
bahasa Inggris. Hal ini terjadi karena teks tidak seseuai dengan jurusan mereka, sulit
memahami kata dan kalimat, sertasulit menyimpulkan isi teks. Evaluasi dari materi
membaca yang sedang digunakan menunjukkan bahwa materi membaca tersebut
tidak diperuntukkan kepada siswa Jurusan Teknik Mesin. 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 kendaraan. Jenis teks yang fikembangkan adalah deskriptif teks.
Berdasarkan kompetensi dasar, jenis deskriptif teeks yang dikembangkan berupa
mendeskripsikan orang, tempat wisata dan bangunan bersejarah. Produk dari
penelitian ini terdiri dari lima bab yang berjudul Soichiro Honda, Museum Angkut,
Coventry Transport Museum, TMII Transport Museum, and Cadillac Ranch. Produk
tersebut telah divalidasi oleh seorang guru bahasa Inggris dan seorang dosen bahasa
Inggris dengan nilai rata-rata 4.1 dari 5. Produk tersebut dikategerorikan sebagai
materi membaca yang “Baik dan Sesuai
Kata Kunci: Materi Membaca, 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
Dr. Anni Holila Pulungan, 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.
Anggraini Thesisia Saragih, S.Pd., M.Hum., the writer’s Thesis
Superviser II who has contributed his time, knowledge and suggestion to
help the writer on supervising this Thesis.
Dra. Masitowarni Siregar, M.Ed., the Thesis Examiners who have
contributed on giving some of feedback and suggestions in the writer’s
Thesis.
Dr. Rahmad Husein, M.Ed., the Validator of writer’s products who had
given a valuable suggestion in develops English reading material.
iii
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, Suryadi and Evi Susilawati for the patience, love,
pray and financial support and taught many worth things in facing the life.
Thank also be given to beloved brother, Ahmad Fikri Iskandar.
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.
Syahrizal, S.T., Ir. Hasan Ansari, and Juwita Dalimunthe, S,Pd. the
Headmaster, Vice Headmaster and English Teacher of SMK YPT
Pangkalan Brandan, who had given chance to the writer for collecting the
data for his research, and all staff and students who helped him to
collecting the data during the research.
Sidik Eka Hermawan, S.Pd., Sri Lestari Setiawan, S.Pd., Maysarah
Pulungan, S.Pd., Anggita Kasanra Lubis, S.Pd., and Jihan Hidayah
Putri 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.
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, September 2016
The writer,
Imamul Khaira
NIM.2123321037
iv
TABLE OF CONTENTS
Pages
ABSTRACTS ..................................................................................................... i
ACKNOWLEDGEMENT ................................................................................ iii
TABLE OF CONTENTS .................................................................................. v
LIST OF TABLES ............................................................................................ vii
LIST OF FIGURES .......................................................................................... viii
LIST OF APPENDICES .................................................................................. ix
CHAPTER I. INTRODUCTION
A. The Background of the Study ................................................................... 1
B. The Problem of the Study.......................................................................... 5
C. The Objective of the Study........................................................................ 6
D. The Scope of the Study ............................................................................. 6
E. The Significance of the Study ................................................................... 6
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ............................................................................. 7
1. Reading ................................................................................................. 7
a) Reading Comprehension .................................................................. 7
b) Types of Reading ............................................................................ 8
c) The Good Characteristics of Reading Materials .............................. 12
2. English for Specific Purposes (ESP) ..................................................... 13
a) Need Analysis ................................................................................... 14
b) Materials Evaluation ........................................................................ 16
c) Material Design ................................................................................ 18
d) Material Development ...................................................................... 19
3. Light Vehicle Engineering .................................................................... 20
4. Curriculum of Light Vehicle Engineering Department ......................... 20
5. Syllabus ................................................................................................. 21
B. Relevant Studies ........................................................................................ 21
C. Conceptual Framework ............................................................................. 23
v
CHAPTER III. METHOD OF RESEARCH
A. The Research Design ................................................................................ 26
B. The Subject of Research ............................................................................ 27
C. The Instrument of Data Collection ............................................................ 27
D. Technique of Data Analysis ...................................................................... 28
E. The Developing Materials ......................................................................... 28
CHAPTER IV. MATERIALS DEVELOPMENT
A. Materials Development ............................................................................. 30
1. Gathering Information and Data ........................................................... 30
a) Need Analysis ................................................................................... 31
1) Target Needs ................................................................................ 31
2) Learning Need ............................................................................. 34
3) Material Evaluation ..................................................................... 35
2. Designing New Reading Materials ....................................................... 37
3. Validation .............................................................................................. 37
4. Revising Reading Materials .................................................................. 39
a) English Teacher ................................................................................ 39
b) English Lecturer ............................................................................... 39
5. Final Product ......................................................................................... 40
B. Discussion ................................................................................................. 40
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................ 43
B. Suggestion ................................................................................................. 44
REFERENCES .................................................................................................... 45
APPENDIX .......................................................................................................... 48
vi
LIST OF TABLES
Pages
Table 4.1. The Students’ Need of Language Skill ........................................... 32
Table 4.2. Ability in Understanding Text ........................................................ 32
Table 4.3. Obstacles in Learning Text ............................................................. 33
Table 4.4. Percentage of Like and Dislike and the Reason .............................. 33
Table 4.5. Material Evaluation ........................................................................ 36
Table 4.6. Validation Score .............................................................................. 38
vii
LIST OF FIGURES
Pages
Figure 2.1. Material Evaluation Process ............................................................... 18
Figure 2.2. Conceptual Framework’s Figure ........................................................ 25
Figure 3.1. The Chart Simplify Developing Materials ......................................... 29
viii
LIST OF APPENDICES
Pages
Appendix A. Questionnaire Sheet .................................................................... 48
Appendix B. Interviews Sheet.......................................................................... 52
Appendix C. Existing Reading Materials ........................................................ 56
Appendix D. Draft of Reading Materials ......................................................... 66
Appendix E. Final Product of Reading Materials ............................................ 84
Appendix F. Validation Sheet .......................................................................... 102
Appendix G. Letters and Biography ................................................................ 113
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
English for specific purposes is a part of English Language teaching with
implication to design syllabus and material as well as its present and evaluate.
ESP is centered on the language appropriate to the activities of a given discipline.
According to Hutchinson and Waters (1987:19), “ESP is an approach to language
teaching in which is all decisions of contents and method are based on the
learner’s reason for learning.” On the other hand, ESP is the way how to teach
English with approximation method for specific purpose. It is not focus on the
kinds of language. It means that ESP brings into line what field the learners need.
For example, English for doctors, lawyers, tourism and nursing, architecture,
accountant, medical scientist, civil engineering, etc.
Hutchinson and Water (1987: 16) divided English for Specific Purposes
into two; those are English for Academic Purposes (EAP) and English for
Occupational Purposes (EOP). EAP involves English for Academic Science and
Technology (EST), English for Academic Medical Purposes (EMP), English for
Academic Legal Purposes (ELP) and English for Academic Management, Finance
and Economic. Meanwhile, EOP includes English for Professional Purposes
(English for Medical Purposes and English for Business Purposes) and English for
Vocational Purposes. (Bojovic, 2006: 488).
1
Both of English for Academic Purposes and English for Occupational
Purposes are aimed to improve the learner ability in master English. But, the
teaching materials in English for Academic Purposes are made based on learner
needs. Meanwhile in English for Occupational Purposes, the teaching materials
should be based on learner’s occupational reasons. English for Academic
Purposes applied for fulfilling students’ needs and it sees as vocational school in
Indonesia
Vocational school is concerned with preparing people for work and with
improving the training potential of the labor force. It covers any forms of
education, training, or retraining designed to prepare people to enter or to continue
in employment in a recognized occupation.
Vocational students need to learn suitable materials based on their needs
not what book gives. In fact, teacher cannot give them same material with general
school, especially English.
In general school, students learn about grammar and expression as well as
of phonetics and provide a stronger or weaker basis for possible later language
studies. Meanwhile, in vocational school, students ought to learn English based on
their need. Because of that, teacher must applied English for Specific Purposes
and authentic materials in English teaching.
But as author’s observation on SMK YPT Pangkalan Brandan, the
materials that deliver and use in this school are not proper to students’ needs. In
fact, students who take a vocation of light vehicle engineering or machine are
2
taught by using teaching materials that unrelated to vehicle. One of the
phenomena is the students learn about descriptive text.
Here are the facts which have found in students’ text books.
My Best Friend
I have a lot of friends in my school, but Dinda has been
my best friend since junior high school. We don’t study in the
same class, but we meet at school every day during recess and
after school. I first met her at junior high school orientation and
we’ve been friends ever since.
Dinda is good looking. She’s not too tall, with fair skin
and wavy black hair that she often puts in a ponytail. At school,
she wears the uniform. Other than that, she likes to wear jeans
casual t-shirts and sneakers. Her favorite t-shirts are those in
bright colors like pink, light green, and orange. She is always
cheerful. She is also very friendly and likes to make friend with
anyone. Like many other girls, she also talkative. She likes to
share her thoughts and feelings to her friends. I think that’s why
many friends enjoy her company. However, she can be a bit
childish sometimes. For example, when she doesn’t get what she
wants, she acts like a child and stamps her feet.
Dinda loves drawing, especially the manga characters. She
has a sketchbook with her everywhere she goes. She would spend
some time to draw the manga characters from her imagination.
Her sketches are amazingly great. I’m really glad to have a best
friend like Dinda
Besides describing people, another text that learned by students is
describing place.
Tanjung Puting National Park
One of the internationally famous ecotourism destinations
in Indonesia is Tanjung Puting National Park in the southwest of
Central Kalimantan Peninsula. Tanjung Puting National Park
offers impressive experience to its visitors. This is called a park,
but unlike any parks a jungle. It is a real jungle, which is home to
the most incredible animals in the world: orang utans and the
proboscis monkeys. The male proboscis monkeys are interesting
3
because they have enormous snout. So, imagine yourself to be in
the jungles and meet these special animals in their original
habitat. What will you do when you meet them?
To see orang utan we should go to Camp Leakey. Camp
Leakey is located in the heart of Tanjung Puting National Park.
This is a rehabilitation place for ex-captive orang utans and also a
preservation site. This camp was established by Birute Galdikas,
an important scientist who has studied orang utans since 1971.
To reach the place, we should take a boat down Sekonyer
River. The boat is popularly called perahu klotok which is a
boathouse that can accommodate four people. The trip by the boar
to Camp Laekey takes three days and two nights.
The traveling in the boat offers another unforgettable
experience. You sleep, cook and ear in that klotok, night and day
during your journey into the jungle. In daylight, on your way to
night, you can enjoy the clear sky and the amazingly bright starts
as the only lights for the night.
Unfortunately, those texts are not related with students’ needs in Light
Vehicle Engineering Department, the matter is about the text materials. For
examples, “Her favorite t-shirts are those in bright colors like pink, light green,
and orange” (My Best Friend, line 9), “However, she can be a bit childish
sometimes, “When she doesn’t get what she wants, she acts like a child and
stamps her feet” (My Best Friend, line 14), “One of the internationally famous
ecotourism destinations in Indonesia is Tanjung Puting” (Tanjung Putting
National Park, line 1), “This is called a park, but unlike any parks a jungle”
(Tanjung Putting National Park, line 4), and “The boat is popularly called perahu
klotok” (Tanjung Putting National Park, line 17).
The students in Light Vehicle Engineering Department are expected to be
good workers and engineers in the future. So, the students are taught with the
4
materials related to machine and vehicle meaning that the reading materials
should be based on their needs.
In this case, a teacher has a responsibility to facilitate students’ learning in
the classroom. As someone who knows well what students need, a teacher has a
right to take decision about teaching material which will be delivered to students,
teaching methods, and evaluation for students. If teacher find that existing
materials do not proper or fulfill students’ needs, they should develop that
teaching materials in order to find what students need.
It is suggested that teacher have to develop reading materials based on
students’ needs on vocational purposes as an application of English for Specific
Purposes. By designing materials based on their focus, so the students will get
easier to understand the text.
The development of reading materials is started by gathering information
from students and teacher, analyzing students’ need of light vehicle engineering
student, designing materials, validating the materials to experts (teacher,
headmaster and validator), revising the materials based on experts’ suggestions
and the materials have developed.
B. The Problems of the Study
Based on the background of the study above, the problem of study
formulated as follows “How to develop English reading materials which are
suitable to the needs of students of Light Vehicle Engineering Department?”
5
C. The Objectives of the Study
The objective of the study is to develop English reading materials which are
suitable to the needs of students of Light Vehicle Engineering Department.
D. The Scope of the Study
The scope of this study is developing English reading materials based on
English for Light Vehicle Engineering on SMK YPT Pangkalan Brandan, Light
Vehicle Engineering Department. It will be applied for the first grade. This study
will be concerned on reading comprehension skill, especially descriptive text
about describing person, tourism place, and historical building.
E. The Significances of the Study
The findings of this research can be useful to teachers theoretically and
practically.
Theoretically, the findings of this research provide information and
theories of how develop English reading material to teacher. Meanwhile
practically, it can be references to teacher especially in Light Vehicle Engineering
Department to develop teaching materials and they know the importance of
materials development in teaching-learning process.
Moreover, the students will be motivated to learn English which is
integrated to their needs. In addition, this finding can be reference to the next
researches who want to conduct a research of developing teaching materials bases
on students’ need.
6
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusions
Light Vehicle Engineering students need to learn English especially in
reading skill to support their expertise program and motivate them.
But the
existing reading materials are not effective for the students because the topics and
vocabularies of reading materials are not relevant to their department. The
existing materials are to general for them. There is gap between the materials with
their prior knowledge.
The condition of learning process is not satisfied for the teachers
and the students, so it needs the improvement by developing teaching
materials in teaching which is relevant to the students’ needs. Therefore, it is
needed to develop the English reading materials for students to encourage their
reading skill, in order to motivate the students to learn because the materials are
familiar for them, to make the students can understand the materials well, so they
can apply it in their daily life in facing the real work later. The new materials are
developed by using six phases of Research and Developmental (R & D). The
materials are developed based on the data of the student needs analysis
questionnaires and interview.
43
44
B. Suggestions
1. Teachers
Teachers should consider the students need in learning process. Teachers
should develop the materials if the existing materials are too general and not
relevant for the students need. Teachers should develop materials which will be
taught to the students based on the student needs and major in order to make the
students can understand the materials well and can apply it in their daily life to
improve their reading skill, because the materials motivate the students in learning
process.
2. Institution
The institutions should supervise the teachers to use the appropriate
materials to the students need in using the materials in the school. Institution also
has to choose, provide and distribute the books which are relevant to the students
need in the school in order to make the students understand the materials.
3. Other researcher
Other researchers should conduct further studies to develop reading
materials based on the particular student needs with many references to support
the developing reading materials.
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National University of Costa Rica, XL 131-151.
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FOR LIGHT VEHICLE ENGINEERING DEPARTMENT
A THESIS
Submitted to Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By:
IMAMUL KHAIRA
Registration Number 2123321037
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Khaira, Imamul. Registration Number: 2123321037. Developing English
Reading Materials for Light Vehicle Engineering Department. A Thesis. English
Education Program, State University of Medan, 2016.
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 Light Vehicle Engineering Department of SMK
YPT Pangkalan Brandan consisting of 22 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 81.8 % of students had
difficult to understanding English reading text because 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 Light Vehicle
Engineering 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 vehicle. 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, tourism place, and historical building. The product
of this study consists of five chapters which titles are Soichiro Honda, Museum
Angkut, Coventry Transport Museum, TMII Transport Museum, and Cadillac Ranch.
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
Khaira, Imamul. Nomor Induk Mahasiswa: 2123321037. Developing English
Reading Materials for Light Vehicle Engineering Department. Skripsi. Program
Studi Pendidikan Bahasa Inggris Universitas Negeri Medan, 2016. English
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 22 orang
siswa kelas X Jurusan Teknik Kendaraan Ringan di SMK YPT Pangkalan Brandan.
Data terdiri dari silabus, rencana pelaksanaan pembelajaran, dan materi membaca
yang sedang digunakan. Instrumen pengumpulan data berupa angket dan wawancara
yang digunakan untuk mengumpulkan data tentang kebutuhan belajar siswa. Analisis
kebutuhan siswa menunjukkan bahsa 81.8 % siswa kesulitan untuk memahasi teks
bahasa Inggris. Hal ini terjadi karena teks tidak seseuai dengan jurusan mereka, sulit
memahami kata dan kalimat, sertasulit menyimpulkan isi teks. Evaluasi dari materi
membaca yang sedang digunakan menunjukkan bahwa materi membaca tersebut
tidak diperuntukkan kepada siswa Jurusan Teknik Mesin. 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 kendaraan. Jenis teks yang fikembangkan adalah deskriptif teks.
Berdasarkan kompetensi dasar, jenis deskriptif teeks yang dikembangkan berupa
mendeskripsikan orang, tempat wisata dan bangunan bersejarah. Produk dari
penelitian ini terdiri dari lima bab yang berjudul Soichiro Honda, Museum Angkut,
Coventry Transport Museum, TMII Transport Museum, and Cadillac Ranch. Produk
tersebut telah divalidasi oleh seorang guru bahasa Inggris dan seorang dosen bahasa
Inggris dengan nilai rata-rata 4.1 dari 5. Produk tersebut dikategerorikan sebagai
materi membaca yang “Baik dan Sesuai
Kata Kunci: Materi Membaca, 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
Dr. Anni Holila Pulungan, 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.
Anggraini Thesisia Saragih, S.Pd., M.Hum., the writer’s Thesis
Superviser II who has contributed his time, knowledge and suggestion to
help the writer on supervising this Thesis.
Dra. Masitowarni Siregar, M.Ed., the Thesis Examiners who have
contributed on giving some of feedback and suggestions in the writer’s
Thesis.
Dr. Rahmad Husein, M.Ed., the Validator of writer’s products who had
given a valuable suggestion in develops English reading material.
iii
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, Suryadi and Evi Susilawati for the patience, love,
pray and financial support and taught many worth things in facing the life.
Thank also be given to beloved brother, Ahmad Fikri Iskandar.
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.
Syahrizal, S.T., Ir. Hasan Ansari, and Juwita Dalimunthe, S,Pd. the
Headmaster, Vice Headmaster and English Teacher of SMK YPT
Pangkalan Brandan, who had given chance to the writer for collecting the
data for his research, and all staff and students who helped him to
collecting the data during the research.
Sidik Eka Hermawan, S.Pd., Sri Lestari Setiawan, S.Pd., Maysarah
Pulungan, S.Pd., Anggita Kasanra Lubis, S.Pd., and Jihan Hidayah
Putri 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.
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, September 2016
The writer,
Imamul Khaira
NIM.2123321037
iv
TABLE OF CONTENTS
Pages
ABSTRACTS ..................................................................................................... i
ACKNOWLEDGEMENT ................................................................................ iii
TABLE OF CONTENTS .................................................................................. v
LIST OF TABLES ............................................................................................ vii
LIST OF FIGURES .......................................................................................... viii
LIST OF APPENDICES .................................................................................. ix
CHAPTER I. INTRODUCTION
A. The Background of the Study ................................................................... 1
B. The Problem of the Study.......................................................................... 5
C. The Objective of the Study........................................................................ 6
D. The Scope of the Study ............................................................................. 6
E. The Significance of the Study ................................................................... 6
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ............................................................................. 7
1. Reading ................................................................................................. 7
a) Reading Comprehension .................................................................. 7
b) Types of Reading ............................................................................ 8
c) The Good Characteristics of Reading Materials .............................. 12
2. English for Specific Purposes (ESP) ..................................................... 13
a) Need Analysis ................................................................................... 14
b) Materials Evaluation ........................................................................ 16
c) Material Design ................................................................................ 18
d) Material Development ...................................................................... 19
3. Light Vehicle Engineering .................................................................... 20
4. Curriculum of Light Vehicle Engineering Department ......................... 20
5. Syllabus ................................................................................................. 21
B. Relevant Studies ........................................................................................ 21
C. Conceptual Framework ............................................................................. 23
v
CHAPTER III. METHOD OF RESEARCH
A. The Research Design ................................................................................ 26
B. The Subject of Research ............................................................................ 27
C. The Instrument of Data Collection ............................................................ 27
D. Technique of Data Analysis ...................................................................... 28
E. The Developing Materials ......................................................................... 28
CHAPTER IV. MATERIALS DEVELOPMENT
A. Materials Development ............................................................................. 30
1. Gathering Information and Data ........................................................... 30
a) Need Analysis ................................................................................... 31
1) Target Needs ................................................................................ 31
2) Learning Need ............................................................................. 34
3) Material Evaluation ..................................................................... 35
2. Designing New Reading Materials ....................................................... 37
3. Validation .............................................................................................. 37
4. Revising Reading Materials .................................................................. 39
a) English Teacher ................................................................................ 39
b) English Lecturer ............................................................................... 39
5. Final Product ......................................................................................... 40
B. Discussion ................................................................................................. 40
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................ 43
B. Suggestion ................................................................................................. 44
REFERENCES .................................................................................................... 45
APPENDIX .......................................................................................................... 48
vi
LIST OF TABLES
Pages
Table 4.1. The Students’ Need of Language Skill ........................................... 32
Table 4.2. Ability in Understanding Text ........................................................ 32
Table 4.3. Obstacles in Learning Text ............................................................. 33
Table 4.4. Percentage of Like and Dislike and the Reason .............................. 33
Table 4.5. Material Evaluation ........................................................................ 36
Table 4.6. Validation Score .............................................................................. 38
vii
LIST OF FIGURES
Pages
Figure 2.1. Material Evaluation Process ............................................................... 18
Figure 2.2. Conceptual Framework’s Figure ........................................................ 25
Figure 3.1. The Chart Simplify Developing Materials ......................................... 29
viii
LIST OF APPENDICES
Pages
Appendix A. Questionnaire Sheet .................................................................... 48
Appendix B. Interviews Sheet.......................................................................... 52
Appendix C. Existing Reading Materials ........................................................ 56
Appendix D. Draft of Reading Materials ......................................................... 66
Appendix E. Final Product of Reading Materials ............................................ 84
Appendix F. Validation Sheet .......................................................................... 102
Appendix G. Letters and Biography ................................................................ 113
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
English for specific purposes is a part of English Language teaching with
implication to design syllabus and material as well as its present and evaluate.
ESP is centered on the language appropriate to the activities of a given discipline.
According to Hutchinson and Waters (1987:19), “ESP is an approach to language
teaching in which is all decisions of contents and method are based on the
learner’s reason for learning.” On the other hand, ESP is the way how to teach
English with approximation method for specific purpose. It is not focus on the
kinds of language. It means that ESP brings into line what field the learners need.
For example, English for doctors, lawyers, tourism and nursing, architecture,
accountant, medical scientist, civil engineering, etc.
Hutchinson and Water (1987: 16) divided English for Specific Purposes
into two; those are English for Academic Purposes (EAP) and English for
Occupational Purposes (EOP). EAP involves English for Academic Science and
Technology (EST), English for Academic Medical Purposes (EMP), English for
Academic Legal Purposes (ELP) and English for Academic Management, Finance
and Economic. Meanwhile, EOP includes English for Professional Purposes
(English for Medical Purposes and English for Business Purposes) and English for
Vocational Purposes. (Bojovic, 2006: 488).
1
Both of English for Academic Purposes and English for Occupational
Purposes are aimed to improve the learner ability in master English. But, the
teaching materials in English for Academic Purposes are made based on learner
needs. Meanwhile in English for Occupational Purposes, the teaching materials
should be based on learner’s occupational reasons. English for Academic
Purposes applied for fulfilling students’ needs and it sees as vocational school in
Indonesia
Vocational school is concerned with preparing people for work and with
improving the training potential of the labor force. It covers any forms of
education, training, or retraining designed to prepare people to enter or to continue
in employment in a recognized occupation.
Vocational students need to learn suitable materials based on their needs
not what book gives. In fact, teacher cannot give them same material with general
school, especially English.
In general school, students learn about grammar and expression as well as
of phonetics and provide a stronger or weaker basis for possible later language
studies. Meanwhile, in vocational school, students ought to learn English based on
their need. Because of that, teacher must applied English for Specific Purposes
and authentic materials in English teaching.
But as author’s observation on SMK YPT Pangkalan Brandan, the
materials that deliver and use in this school are not proper to students’ needs. In
fact, students who take a vocation of light vehicle engineering or machine are
2
taught by using teaching materials that unrelated to vehicle. One of the
phenomena is the students learn about descriptive text.
Here are the facts which have found in students’ text books.
My Best Friend
I have a lot of friends in my school, but Dinda has been
my best friend since junior high school. We don’t study in the
same class, but we meet at school every day during recess and
after school. I first met her at junior high school orientation and
we’ve been friends ever since.
Dinda is good looking. She’s not too tall, with fair skin
and wavy black hair that she often puts in a ponytail. At school,
she wears the uniform. Other than that, she likes to wear jeans
casual t-shirts and sneakers. Her favorite t-shirts are those in
bright colors like pink, light green, and orange. She is always
cheerful. She is also very friendly and likes to make friend with
anyone. Like many other girls, she also talkative. She likes to
share her thoughts and feelings to her friends. I think that’s why
many friends enjoy her company. However, she can be a bit
childish sometimes. For example, when she doesn’t get what she
wants, she acts like a child and stamps her feet.
Dinda loves drawing, especially the manga characters. She
has a sketchbook with her everywhere she goes. She would spend
some time to draw the manga characters from her imagination.
Her sketches are amazingly great. I’m really glad to have a best
friend like Dinda
Besides describing people, another text that learned by students is
describing place.
Tanjung Puting National Park
One of the internationally famous ecotourism destinations
in Indonesia is Tanjung Puting National Park in the southwest of
Central Kalimantan Peninsula. Tanjung Puting National Park
offers impressive experience to its visitors. This is called a park,
but unlike any parks a jungle. It is a real jungle, which is home to
the most incredible animals in the world: orang utans and the
proboscis monkeys. The male proboscis monkeys are interesting
3
because they have enormous snout. So, imagine yourself to be in
the jungles and meet these special animals in their original
habitat. What will you do when you meet them?
To see orang utan we should go to Camp Leakey. Camp
Leakey is located in the heart of Tanjung Puting National Park.
This is a rehabilitation place for ex-captive orang utans and also a
preservation site. This camp was established by Birute Galdikas,
an important scientist who has studied orang utans since 1971.
To reach the place, we should take a boat down Sekonyer
River. The boat is popularly called perahu klotok which is a
boathouse that can accommodate four people. The trip by the boar
to Camp Laekey takes three days and two nights.
The traveling in the boat offers another unforgettable
experience. You sleep, cook and ear in that klotok, night and day
during your journey into the jungle. In daylight, on your way to
night, you can enjoy the clear sky and the amazingly bright starts
as the only lights for the night.
Unfortunately, those texts are not related with students’ needs in Light
Vehicle Engineering Department, the matter is about the text materials. For
examples, “Her favorite t-shirts are those in bright colors like pink, light green,
and orange” (My Best Friend, line 9), “However, she can be a bit childish
sometimes, “When she doesn’t get what she wants, she acts like a child and
stamps her feet” (My Best Friend, line 14), “One of the internationally famous
ecotourism destinations in Indonesia is Tanjung Puting” (Tanjung Putting
National Park, line 1), “This is called a park, but unlike any parks a jungle”
(Tanjung Putting National Park, line 4), and “The boat is popularly called perahu
klotok” (Tanjung Putting National Park, line 17).
The students in Light Vehicle Engineering Department are expected to be
good workers and engineers in the future. So, the students are taught with the
4
materials related to machine and vehicle meaning that the reading materials
should be based on their needs.
In this case, a teacher has a responsibility to facilitate students’ learning in
the classroom. As someone who knows well what students need, a teacher has a
right to take decision about teaching material which will be delivered to students,
teaching methods, and evaluation for students. If teacher find that existing
materials do not proper or fulfill students’ needs, they should develop that
teaching materials in order to find what students need.
It is suggested that teacher have to develop reading materials based on
students’ needs on vocational purposes as an application of English for Specific
Purposes. By designing materials based on their focus, so the students will get
easier to understand the text.
The development of reading materials is started by gathering information
from students and teacher, analyzing students’ need of light vehicle engineering
student, designing materials, validating the materials to experts (teacher,
headmaster and validator), revising the materials based on experts’ suggestions
and the materials have developed.
B. The Problems of the Study
Based on the background of the study above, the problem of study
formulated as follows “How to develop English reading materials which are
suitable to the needs of students of Light Vehicle Engineering Department?”
5
C. The Objectives of the Study
The objective of the study is to develop English reading materials which are
suitable to the needs of students of Light Vehicle Engineering Department.
D. The Scope of the Study
The scope of this study is developing English reading materials based on
English for Light Vehicle Engineering on SMK YPT Pangkalan Brandan, Light
Vehicle Engineering Department. It will be applied for the first grade. This study
will be concerned on reading comprehension skill, especially descriptive text
about describing person, tourism place, and historical building.
E. The Significances of the Study
The findings of this research can be useful to teachers theoretically and
practically.
Theoretically, the findings of this research provide information and
theories of how develop English reading material to teacher. Meanwhile
practically, it can be references to teacher especially in Light Vehicle Engineering
Department to develop teaching materials and they know the importance of
materials development in teaching-learning process.
Moreover, the students will be motivated to learn English which is
integrated to their needs. In addition, this finding can be reference to the next
researches who want to conduct a research of developing teaching materials bases
on students’ need.
6
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusions
Light Vehicle Engineering students need to learn English especially in
reading skill to support their expertise program and motivate them.
But the
existing reading materials are not effective for the students because the topics and
vocabularies of reading materials are not relevant to their department. The
existing materials are to general for them. There is gap between the materials with
their prior knowledge.
The condition of learning process is not satisfied for the teachers
and the students, so it needs the improvement by developing teaching
materials in teaching which is relevant to the students’ needs. Therefore, it is
needed to develop the English reading materials for students to encourage their
reading skill, in order to motivate the students to learn because the materials are
familiar for them, to make the students can understand the materials well, so they
can apply it in their daily life in facing the real work later. The new materials are
developed by using six phases of Research and Developmental (R & D). The
materials are developed based on the data of the student needs analysis
questionnaires and interview.
43
44
B. Suggestions
1. Teachers
Teachers should consider the students need in learning process. Teachers
should develop the materials if the existing materials are too general and not
relevant for the students need. Teachers should develop materials which will be
taught to the students based on the student needs and major in order to make the
students can understand the materials well and can apply it in their daily life to
improve their reading skill, because the materials motivate the students in learning
process.
2. Institution
The institutions should supervise the teachers to use the appropriate
materials to the students need in using the materials in the school. Institution also
has to choose, provide and distribute the books which are relevant to the students
need in the school in order to make the students understand the materials.
3. Other researcher
Other researchers should conduct further studies to develop reading
materials based on the particular student needs with many references to support
the developing reading materials.
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