DEVELOPING ENGLISH READING TEXT MATERIAL FOR STUDENTS IN SMK NEGERI 10 MEDAN.
DEVELOPING ENGLISH READING TEXT MATERIAL
FOR STUDENTS IN SMK NEGERI 10 MEDAN
A THESIS
Submitted to Partial Fulfillment of the requirements for the Degree of
Sarjana Pendidikan
By:
GEBY CINDI FLORENSIA SITANGGANG
REG NUMBER: 2123321032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sitanggang,Geby Cindi. Registration Number: 2123321032.
Developing English Reading Text Material for Students in SMK N 10 Medan.A
Thesis. English Educational Program, State University of Medan,
2016
This study concerns on how reading text material are developed for vocational
school. This study was conducted by using Research and Development (R & D)
design through six phases; gathering information and data, analyzing data, designing
new materials, validating by experts, revising, and final product. The subject of this
research was class XI SMK N 10 Medan consisting of 22 students. Instrumentations
for collecting data were questionnaire and interview. After analyzing the data, the
researcher got the students’ need in learning English in term of vocation that they
have. The data were gathered by administering interview and distributing
questionnaire to 25 respondents to get the students’ needs. The interview and
questionnaire results prove that the students need English reading materials which
contain English for cosmetology major. Thus, developing materials were procedure
text. The developed teaching material were related to the vocation that the students
had; it was beauty major. The products have been validated by experts. The average
scores are 4,25 from English subject teacher and 4,17 English lecturer. It means the
developing materials categorized as relevant or appropriate for students of beauty
major grade XI.
Key words: Research and Development (R & D), reading material, vocational
school, cosmetology major
i
ABSTRAK
Sitanggang, Geby Cindi. NIM : 2123321032. Pengembangan Materi Membaca
untuk siswa di SMK N 10 Medan. Sebuah tesis. Pendidikan Bahasa Inggris,
Universitas Negeri Medan. 2016
Penelitian ini tertuju kepada bagaimana materi teks membaca dikembangkan untuk
anak kejuruan. Penelitian ini dilakukan menggunakan Penelitian dan Pengembangan
(R&D). melewati enam fase; mengumpulkan informasi dan data, menganalisis data,
mendesain materi baru, memvalidasi kepada ahli, memperbaiki dan hasil akhir.
Subyek penelitian ini adalah kelas XI SMK N 10 Medan yang terdiri dari 22 siswa.
Instrument untuk mengumpulkan data adalah kuesioner dan wawancara. Setelah
menganalisis data, peneliti mendapatkan kebutuhan siswa berdasarkan kejuruan yang
mereka butuhkan. Data dikumpulkan melalui kuesioner dan wawancara yang
diberikan kepada 25 responden untuk mendapatkan kebutuhan siswa. Hasil dari
wawancara dan kuesioner membuktikan bahwa siswa membutuhkan bahasa inggris
yang mengandung istilah kosmetik. Demikian, materi yang dikembangkan adalah
teks prosedur. Materi mengajar yang di kembangkan berhubungan dengan kejuruan
siswa; yaitu jurusan kecantikan. Materi sudah divalidasi oleh ahli. Skor rata-rata
adalah 4,25 dari guru bahasa inggris dan 4,17 dari dosen bahasa inggris. Itu
menunjukkan bahwa materi yang dikembangkan sesuai dan sejalan dengan kebutuhan
siswa jurusan kecantikan di kelas XI.
Kata kunci : Penelitian dan Pengembangan (R& D), materi membaca, sekolah
kejuruan, jurusan kecantikan.
ii
ACKNOWLEDGEMENT
First and foremost, the researcher would like to express her deepest
gratitude to the almighty God for His Blessing, Grace, Guidance, and Mercy that
have been given to the researcher until this Thesis could be completed. This
Thesis has been written in partial fulfillment of the requirements for the degree of
Sarjana Pendidikan (S.Pd.) at English and Literature Department, Faculty of
Languages and Arts, State University of Medan.
In the process of accomplishing this Thesis, many people have shown their
care and assistance, therefore, the researcher would like to express her gratitude
and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts
and Vice Dean I, II, and III and all administrative staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Literature
Department and also as her thesis examiner.
Dra. Meisuri, M.A., Secretary of English and Literature Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education
Study Program.
Syamsul Bahri, S.S., M.Hum. Head of English Literature Study Program.
She would like also acknowledge with gratitude the time and effort
extended on the thesis by the respective and amazing advisers, Prof.
Dr. Busmin Gurning, M.Pd., and Drs. Johan Sinulingga, M.Pd., also
as her Academic Supervisor.
Dr. Anni Holila Pulungan, M.Hum. as the Thesis Examiner, the writer is
also very grateful to all Lecturers who have taught, guided, and advised
her throughout the academic years.
Dr. Rahmad Husein, M.Ed., as the expert validator of the writer’s
developed material.
Robert A Lesbatta, S.Pd, M.Si., the Headmaster of SMK Negeri 10
Medan for allowing her to conduct the research in the school. he also
would like to convey her gratitude to English Teacher, Dra. Elita Ginting.,
And also to all students of Grade XI-1 cosmetology major on academic
year 2016/2017 for their attention and appreciation.
Her special sincere gratitude goes to her wonderful beloved parents, her
lovely father, Binsar Hamonangan Sitanggang, and her mother, Rosia
Agnes Sinurat, S.H., for their endless love, mental and financial support,
understanding, spirit, motivation, and the main part, prayers, during the
writer’s whole life. Her brother and sister, Ferdinan Reformanto Pilipus
Sitanggang and Heny Yolanda Benedikta Sitanggang for their support,
caring, and attention. And also all of her family for giving the inspiration
and their great motivation for the writer in finishing her study.
Her wonderful sister, Sri Lestari Setyawan, who has given the valuable
knowledge to her.
iii
Her thankfulness is also directed to her seniors in Students’ Council of
English and Literature Department (HMJ BSI Unimed), Isma Eriyanty
S.Pd., Benny Ichsanda, S.Pd., RA Wulaningtyas Kulowani, S.Pd.,
Swidanty Annisa, S.S, for their guidance, spirit, and motivation in the
organization and campus daily life. She thanks you all so much.
Her favorite President Director, Rahmadani Hidayatin, S.Psi M.Psi,
Psikolog and all of her unbiological sister and brother in CMR PKBI
SUMUT, Azizah Batubara, Minarti Irsan, Nirmay, Retno , Friska ,
Deby Apriliani, Rasihgan, Fadru,and others for their supports and
prayers
Her lovely friends, Iwan Daniel Purba, Rika, Naya, Dara, Andika,
Irma, and also her one step closer mate, Anggi, Nurul, Sylvia, Zhana,
Yeslika, Theresia, Fariza, thank you so much for every single smile,
laugh, tear, help, struggle that we have passed and for sweet and happy
memories we shared together.
All her classmates in Extension B 2012 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together.
The researcher realizes that the content of her Thesis is still far from being
perfect, but she warmly welcomes any constructive suggestions that will improve
the quality of this Thesis. She also hopes it would be useful for those who are
interested in this field of study.
Medan,
August 2016
The Writer,
Geby Cindi F. Sitanggang
Reg. Number: 2123321032
iv
TABLE OF CONTENTS
Pages
ABSTRACT ..............................................................................................
i
ABSTRAK ................................................................................................
ii
ACKNOWLEDGEMENT ........................................................................
iii
TABLE OF CONTENTS ..........................................................................
v
LIST OF TABLES ....................................................................................
viii
LIST OF FIGURES ..................................................................................
ix
LIST OF APPENDICES ...........................................................................
x
CHAPTER I. INTRODUCTION .............................................................
1
A. The Background of the Study .................................................................
1
B. The Problems of the Study......................................................................
5
C. The Objectives of the Study....................................................................
6
D. The Scope of the Study .........................................................................
6
E. The Significance of the Study .................................................................
6
CHAPTER II. REVIEW OF LITERATURE ..........................................
7
A. Theoretical Framework ..........................................................................
7
1. Reading Comprehension ...................................................................
7
a. the linguistic conceptual for reading comprehension ........................
10
b. Level of Reading Comprehension ....................................................
13
2. Reading .............................................................................................
16
a. The nature of reading ......................................................................
16
b. Reading materials ...........................................................................
17
v
3. Genre – based Approach .....................................................................
18
a. social function ..................................................................................
18
b. generic structure ...............................................................................
19
c. language features ..............................................................................
19
4. Material Development .........................................................................
20
5. Cosmetics Department ........................................................................
20
a. Hair Colorist ....................................................................................
21
b. Make up .........................................................................................
22
6. Reading Material for Cosmetic Topic ..................................................
22
7. Learning Theory ..................................................................................
24
8. English For Specific Purposes (ESP) ...................................................
26
a. The nature of ESP..............................................................................
26
b. Needs Analysis ..................................................................................
27
c. The Classification of ESP ..................................................................
29
d. Characteristic of good material ..........................................................
30
9. syllabus ...............................................................................................
32
B. Relevant Studies .......................................................................................
33
C. Conceptual Framework.............................................................................
35
CHAPTER III. RESEARCH METHODOLOGY .....................................
38
A. Research Design.......................................................................................
38
B. The Instruments of Data Collection .........................................................
39
C. Place and Time of Research ......................................................................
39
D. The Subject of Research ..........................................................................
39
vi
E. Techniques of Collecting Data ..................................................................
40
F. Technique of Analyzing the Data ..............................................................
40
G. The steps of Developing Materials ...........................................................
41
CHAPTER IV. MATERIAL DEVELOPMENT .......................................
43
A. Gathering Information and Data ..............................................................
43
B. Analyzing data ........................................................................................
43
1. Need Analysis ..................................................................................
43
a. Target needs… ...........................................................................
44
b. Learning needs ...........................................................................
46
2. Analysis of Existing teaching materials ............................................
48
C. Designing New Reading Materials ..........................................................
50
D. Validating by Experts ..............................................................................
56
1. English Teacher .................................................................................
56
2. English Lecturer ................................................................................
56
E. Revising Reading Materials.....................................................................
57
1. English teacher’s suggestion ..............................................................
57
2. English lecturer’s suggestion .............................................................
57
F. Revised- Developing Reading Materials (Final Product) .........................
58
CHAPTER V. CONCLUSION AND SUGGESTION ...............................
60
A. Conclusion ............................................................................................
60
B. Suggestion .............................................................................................
60
REFERENCES ...........................................................................................
62
APPENDIX .................................................................................................
64
vii
LIST OF TABLES
Pages
Table 4.1 Evaluation of Existing Materials ....................................................
49
Table 4.2 English Teacher’s Validation Score ...............................................
58
Table 4.3 English Lecturer’s Validation Score ..............................................
59
viii
LIST OF FIGURES
Pages
Figure 1. Classification of ESP ....................................................................
30
Figure 3.1 Flowchart of Developing Materials ..............................................
42
ix
LIST OF APPENDICES
Pages
Appendix A. Interview ................................................................... ……….
64
Appendix B. Questionnaire ............................................................ ……….
69
Appendix C. Developing Materials ................................................. ……….
73
Appendix D. Revised- Developing Materials .................................. ……….
93
Appendix E. Validating sheet .......................................................... ……….
110
Appendix F. Core and Basic Competencies ................................................... 116
Appendix G. Existing Materials .................................................................... 120
x
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is an important part of human existence and social process that
has many functions to perform the life of human beings. Language is an
instrument to convey information. It is used to express ideas, feeling, purposes,
thoughts, and opinions in written or oral way. Through language, we can share
and transfer knowledge, transmit massage from one to another, and from
generation to the next generation. In short, almost all of human activities are
conducted through the use of language.
In Indonesia English has been used as a foreign language. English is
consists of four skills which have to be mastered by the students, they are
listening, speaking, reading and writing. In this case, the learners are required to
comprehend (listening and reading) the language and produce (speaking and
writing) the language. In teaching the language, between comprehending the
languages as well as producing the language are exactly having a relationship.
Before producing the language, students need to have some vocabularies; those
vocabularies are gotten by the process of comprehending the language.
For
example, by having an activity of reading or listening, students will get an input
data of what they have to express in term of writing or speaking.
Among the four language skills, reading is one of the skill that should be
learned well by the students because by having reading skill they will be easy to
2
get information, knowledge, and science. Grabe & Stoller (2002:9) elaborate that
reading is a way to draw information from printed page and interpret the
information appropriately. Meaning that the students will find out the information
from the text as efficient as possible.
In fact, the abomination of learning English is reading a text or a passage.
Most of students are too lazy to comprehend a text through having a reading
activity. A long text or passage makes them so bored to read; furthermore, the
topic is not interesting for them; it is not related to their environment, and the text
has too-complex grammar.
Based on the researcher’s analysis of syllabus and teaching materials,
particularly for the subject of English which are used by students of a particular
SMK in Medan, it was found that the teaching materials were not specified for
any certain vocations. In fact, students who take a vocation of cosmetics were
taught by using teaching materials which were unrelated to the cosmetics. One of
phenomena happened is that the students were taught by using teaching materials
about English in General; it was unrelated to the vocation of cosmetics that the
students have.
It is can be seen by the book that government distribute to the schools for
students handbook. Specifically in SMK N 10 Medan researcher observed in some
previous months (2015), the English reading materials they use is the same to
other schools in other regions. They use“Buku Bahasa Inggris” published by Pusat
Kurikulum dan Perbukuan, Balitbang, Kemendikbud, in 2014. There is no
3
material in their books which are representatives to their needs about cosmetics.
Specifically in reading material, there are no even materials which are
representative to Cosmetics.
It is proven by the data taken by the writer in which one of the reading
materials, genre of procedure text, is not related to Cosmetology Department. The
data is as follow:
How to make Orange Juice
“Steps/Methods”
“-First, wash the oranges and put them on a cutting
board.
- Then, cut the oranges into halves.
- After that, prepare the handheld juicer and put the
oranges on the juicer and squeeze them one by one.
- Continue doing this till all oranges have been juiced.
- If you want your juice without pulp use the sieve to
take out all the pulp.
- Now, add 2 teaspoons of sugar and a pinch of
- Now, add 2 teaspoons of sugar and a pinch of cinnamon if you want and
stir till the sugar and cinnamon has completely dissolved.
- Finally, your orange juice is ready to be served.”
The data shows that the reading materials are appropriate to the culinary
program but inappropriate to Cosmetology program. The students find it hard to
comprehend the difficult words like pulp, cinnamon, and sieve. The result is they
are not enthusiastic and interesting to learn the reading materials, simply because
they think it will not affect their Department and future job.
After reading the text, the students were asked to answer some questions
about the text. Besides, there were some teaching materials which were not
relevant to the vocation that the students have; for example in reading materials.
Specifically in procedure text. The texts used in their book most about west story.
The text such as how to cook and make something for procedure text. They do not
4
know about the object of the text so the students are not interested to learn about
it. It is supposed that the schemata assumed by researcher is not same each
students.
Actually, the students having vocation of cosmetics need to study English
to support their vocation, but the English should be specialized; the English
should be relevant to the specific purpose that they have, so there will be no gap
between the English materials and what the students need about English as an
international language related to a vocational purpose that they have.
As an international language, English is needed for many specific
purposes; that is why there is a term of ESP (English for Specific Purpose). In
practice, there are variants of English use; depending on the specific purposes.
This specification of English use will help learners to master English as well as
what they need in term of specific purpose that they have.
In education, ESP needs to be applied. From the above explanation stating
that many students are bored in reading a text which contains unrelated topic to
their environment, it can be implied that ESP can reduce this bad condition.
Through ESP, students will find some teaching materials which are related to the
vocations that they have. Thus, it will be interesting for the students to read the
text, and finally the text will enrich the students‟ knowledge about their vocation.
In other words, by having ESP, students will learn English based on what they
need.
5
In Indonesia, ESP is applied for fulfilling students’ needs. Since there are
so many vocational educations in Indonesia, ESP is essential to design teaching
materials in meeting students’ needs. Thus, when teaching English in Vocational
School or other vocational institutions, teachers should take notice of designing
teaching materials based on students’ needs related to the vocations that the
students focus on. If the process of English teaching in a Vocational School does
not apply ESP as an approach to meet students’ needs, there will be a condition
that the English taught to the students will be useless because of the gap between
the English materials and what the students need about English as an international
language related to a vocational purpose that they have.
From the background above, it was suggested that teachers have to
develop reading materials based on students’ need –vocational purpose as an
application of ESP. By being provided reading materials based on a vocation that
they focus on, the students will get easier to understand the text and get more
interested in reading it.
B. The Problems of the Study
Based on the background above, the problem of study is formulated as
follows. :
1. What reading materials are suitable to the students of SMK N 10 Medan which
is matched to their needs?
2. How to design English reading materials which is suitable to the needs of
students of SMK N 10 Medan?
6
C. The Objectives of the Study
The objectives of the study are:
1. to develop the suitable reading materials based on students’ need.
2. to design English reading materials which is suitable to the needs of students of
SMK N 10 Medan
D. The Scope of the Study
The developed materials are based on students’ need. The materials will
be applied in the Second grade of Vocational School – Department of Cosmetics,
and the skill concerned on is reading comprehension, particularly in procedure
text.
E. The Significance of the Study
This research is expected useful to give some valuable contributions
theoretically and practically, as follow:
1. Theoretically, the findings of the study will help the researcher later to
make a further research which is related to the study in area developing
English reading materials with the new information and theories in this
study.
2. Practically, the findings become the source of reference for students and
English teachers especially in SMK N 10 Medan to develop the materials.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
1. The students of SMK N 10 Medan particularly for Cosmetology
department needed the English reading materials which could support their
learning activity and learning environment. Their learning activity was
supposed to increase their knowledge about Cosmetology and their
learning environment to prepare themselves for looking a job later. The
English reading materials did not only help them to learn English but also
complete the mission of the school.
2. The reading materials on general English book did not match to their
needs and should be developed. The English reading materials should be
developed through 6 phases, they were; 1) Gathering information and data,
2) Analyzing data, 3) Designing materials based on the needs analysis, 4)
Validating the new reading materials by experts (Islamic subject teacher
and English lecturer), 5) Revising the new reading materials based on
experts’ suggestions, and 6) Final product.
B. Suggestions
In relation to the Conclusion, the suggestions are as follows :
1. Teacher
Teachers should consider the students’ needs to choose the learning
materials. The learning process can be successful if the reading materials were
60
61
useful for their daily life and learning environment. The teacher should use
authentic teaching materials based on the specific vocation which is had by the
students. The teachers should develop the reading materials if they found the
materials were too general for the students of SMK N 10 Medan particularly
Cosmetology Department which had specific needs.
2. Institution
The institution should supervise the teachers and ensure them that the
reading materials supported the school’s mission. The institution also should find
the books which match to the students’ need. The number of references of English
reading materials had to be increased to ease the students learning English.
3. Other researcher
Other researchers should find many references to support in developing
reading materials. The open questions of questionnaire should be considered to
give the students’ chance to deliver their wants in new reading material.
63
REFERENCES
Author’s Guide. 2013. BSNP: Departemen Pendidikan Nasional Ditjen Manajemen
Dikdasmen Direktorat Pembinaan SMK.
Al-Beckay, Reddy. 2015. Developing English Reading Skills among the Young Arab
(Libyan) Learners.Sebha University: Libya.
Berardo, S. A. 2006. The Use of Authentic Materials in the Teaching of
Reading.Journal of the Reading Matrix, VI (2) 60-69.
Borg, Gall & Gall.2003. Educational Research: An Introduction. Seventh Edition.
Boston: Pearson.
Brown, H. Douglas. 2003. Teaching by Principles: An Interactive Approach to
Language Pedagogy. White Plains, NY: Pearson Education.
Day, J.&Krzanowski, M.2011.Teaching English for Specific Purposes: An
Introduction. Cambridge: Cambridge University Press.
Harrison, C. 2002. Education and Skills.Teaching Materials, 1 (3) 25-37
Harsono, 2007.“Developing Learning Materials for Specific Purposes.”TEFLIN
Journal, Volume 18.
Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes. Cambridge:
Cambridge University Press.
Kitao, Kenji. 2007. Selecting and Developing Teaching/ Learning Materials. The
Interest TESL Journal, 4 (4) 4-6.
Kusumadewi, dkk.1994.Pelajaran Tata Kecantikan Rambut Tingkat Dasar.Jakarta:
Grasindo
Martinez, A.G. 2002. Authentic Material: An Overview
Issues.Developing Teaching Materials, 2 (3) 27-38.
on Linguistics
McDonough, Jo and Shaw, Christopher. 2013. Materials and Methods in ELT.Great
Britain: Blackwell.
Neville.Variations in Approach to Cloze Tasks.Reading Research Quarterly, 12(1)
1976-1977.
O'Neill, R. 2003. Why Use TextBooks in Language Teaching. London:
OxfordUniversity Press.
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Palinscar, A.S. 2003.Reciprocal Teaching of Comprehension-Fostering and
Comprehension-Monitoring Activities. Cognition and Instruction, 1 (2)117175.
Schonell, Fred J. 2006. The Psychology and Teaching of 2Reading. London:
Oliverand Boyd Ltd.
Septiani, Femy. 2013. Developing Reading Text Materials for Vocational
School.Medan : State University of Medan.
Seright, L& Thomson, J. 1986.Developing Reading Materials for Advanced ESL
Learners.TESL Canada Journal/Revue TESL DU Canada, I (1) 267-277.
Tankersley, K. 2003. The Threads of Reading: Strategy for Literacy Development.
Alexandria: ASCD.
Tomlinson, B. 1998.Materials Development in Language Teaching. Cambridge:
University Press.
FOR STUDENTS IN SMK NEGERI 10 MEDAN
A THESIS
Submitted to Partial Fulfillment of the requirements for the Degree of
Sarjana Pendidikan
By:
GEBY CINDI FLORENSIA SITANGGANG
REG NUMBER: 2123321032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sitanggang,Geby Cindi. Registration Number: 2123321032.
Developing English Reading Text Material for Students in SMK N 10 Medan.A
Thesis. English Educational Program, State University of Medan,
2016
This study concerns on how reading text material are developed for vocational
school. This study was conducted by using Research and Development (R & D)
design through six phases; gathering information and data, analyzing data, designing
new materials, validating by experts, revising, and final product. The subject of this
research was class XI SMK N 10 Medan consisting of 22 students. Instrumentations
for collecting data were questionnaire and interview. After analyzing the data, the
researcher got the students’ need in learning English in term of vocation that they
have. The data were gathered by administering interview and distributing
questionnaire to 25 respondents to get the students’ needs. The interview and
questionnaire results prove that the students need English reading materials which
contain English for cosmetology major. Thus, developing materials were procedure
text. The developed teaching material were related to the vocation that the students
had; it was beauty major. The products have been validated by experts. The average
scores are 4,25 from English subject teacher and 4,17 English lecturer. It means the
developing materials categorized as relevant or appropriate for students of beauty
major grade XI.
Key words: Research and Development (R & D), reading material, vocational
school, cosmetology major
i
ABSTRAK
Sitanggang, Geby Cindi. NIM : 2123321032. Pengembangan Materi Membaca
untuk siswa di SMK N 10 Medan. Sebuah tesis. Pendidikan Bahasa Inggris,
Universitas Negeri Medan. 2016
Penelitian ini tertuju kepada bagaimana materi teks membaca dikembangkan untuk
anak kejuruan. Penelitian ini dilakukan menggunakan Penelitian dan Pengembangan
(R&D). melewati enam fase; mengumpulkan informasi dan data, menganalisis data,
mendesain materi baru, memvalidasi kepada ahli, memperbaiki dan hasil akhir.
Subyek penelitian ini adalah kelas XI SMK N 10 Medan yang terdiri dari 22 siswa.
Instrument untuk mengumpulkan data adalah kuesioner dan wawancara. Setelah
menganalisis data, peneliti mendapatkan kebutuhan siswa berdasarkan kejuruan yang
mereka butuhkan. Data dikumpulkan melalui kuesioner dan wawancara yang
diberikan kepada 25 responden untuk mendapatkan kebutuhan siswa. Hasil dari
wawancara dan kuesioner membuktikan bahwa siswa membutuhkan bahasa inggris
yang mengandung istilah kosmetik. Demikian, materi yang dikembangkan adalah
teks prosedur. Materi mengajar yang di kembangkan berhubungan dengan kejuruan
siswa; yaitu jurusan kecantikan. Materi sudah divalidasi oleh ahli. Skor rata-rata
adalah 4,25 dari guru bahasa inggris dan 4,17 dari dosen bahasa inggris. Itu
menunjukkan bahwa materi yang dikembangkan sesuai dan sejalan dengan kebutuhan
siswa jurusan kecantikan di kelas XI.
Kata kunci : Penelitian dan Pengembangan (R& D), materi membaca, sekolah
kejuruan, jurusan kecantikan.
ii
ACKNOWLEDGEMENT
First and foremost, the researcher would like to express her deepest
gratitude to the almighty God for His Blessing, Grace, Guidance, and Mercy that
have been given to the researcher until this Thesis could be completed. This
Thesis has been written in partial fulfillment of the requirements for the degree of
Sarjana Pendidikan (S.Pd.) at English and Literature Department, Faculty of
Languages and Arts, State University of Medan.
In the process of accomplishing this Thesis, many people have shown their
care and assistance, therefore, the researcher would like to express her gratitude
and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts
and Vice Dean I, II, and III and all administrative staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Literature
Department and also as her thesis examiner.
Dra. Meisuri, M.A., Secretary of English and Literature Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education
Study Program.
Syamsul Bahri, S.S., M.Hum. Head of English Literature Study Program.
She would like also acknowledge with gratitude the time and effort
extended on the thesis by the respective and amazing advisers, Prof.
Dr. Busmin Gurning, M.Pd., and Drs. Johan Sinulingga, M.Pd., also
as her Academic Supervisor.
Dr. Anni Holila Pulungan, M.Hum. as the Thesis Examiner, the writer is
also very grateful to all Lecturers who have taught, guided, and advised
her throughout the academic years.
Dr. Rahmad Husein, M.Ed., as the expert validator of the writer’s
developed material.
Robert A Lesbatta, S.Pd, M.Si., the Headmaster of SMK Negeri 10
Medan for allowing her to conduct the research in the school. he also
would like to convey her gratitude to English Teacher, Dra. Elita Ginting.,
And also to all students of Grade XI-1 cosmetology major on academic
year 2016/2017 for their attention and appreciation.
Her special sincere gratitude goes to her wonderful beloved parents, her
lovely father, Binsar Hamonangan Sitanggang, and her mother, Rosia
Agnes Sinurat, S.H., for their endless love, mental and financial support,
understanding, spirit, motivation, and the main part, prayers, during the
writer’s whole life. Her brother and sister, Ferdinan Reformanto Pilipus
Sitanggang and Heny Yolanda Benedikta Sitanggang for their support,
caring, and attention. And also all of her family for giving the inspiration
and their great motivation for the writer in finishing her study.
Her wonderful sister, Sri Lestari Setyawan, who has given the valuable
knowledge to her.
iii
Her thankfulness is also directed to her seniors in Students’ Council of
English and Literature Department (HMJ BSI Unimed), Isma Eriyanty
S.Pd., Benny Ichsanda, S.Pd., RA Wulaningtyas Kulowani, S.Pd.,
Swidanty Annisa, S.S, for their guidance, spirit, and motivation in the
organization and campus daily life. She thanks you all so much.
Her favorite President Director, Rahmadani Hidayatin, S.Psi M.Psi,
Psikolog and all of her unbiological sister and brother in CMR PKBI
SUMUT, Azizah Batubara, Minarti Irsan, Nirmay, Retno , Friska ,
Deby Apriliani, Rasihgan, Fadru,and others for their supports and
prayers
Her lovely friends, Iwan Daniel Purba, Rika, Naya, Dara, Andika,
Irma, and also her one step closer mate, Anggi, Nurul, Sylvia, Zhana,
Yeslika, Theresia, Fariza, thank you so much for every single smile,
laugh, tear, help, struggle that we have passed and for sweet and happy
memories we shared together.
All her classmates in Extension B 2012 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together.
The researcher realizes that the content of her Thesis is still far from being
perfect, but she warmly welcomes any constructive suggestions that will improve
the quality of this Thesis. She also hopes it would be useful for those who are
interested in this field of study.
Medan,
August 2016
The Writer,
Geby Cindi F. Sitanggang
Reg. Number: 2123321032
iv
TABLE OF CONTENTS
Pages
ABSTRACT ..............................................................................................
i
ABSTRAK ................................................................................................
ii
ACKNOWLEDGEMENT ........................................................................
iii
TABLE OF CONTENTS ..........................................................................
v
LIST OF TABLES ....................................................................................
viii
LIST OF FIGURES ..................................................................................
ix
LIST OF APPENDICES ...........................................................................
x
CHAPTER I. INTRODUCTION .............................................................
1
A. The Background of the Study .................................................................
1
B. The Problems of the Study......................................................................
5
C. The Objectives of the Study....................................................................
6
D. The Scope of the Study .........................................................................
6
E. The Significance of the Study .................................................................
6
CHAPTER II. REVIEW OF LITERATURE ..........................................
7
A. Theoretical Framework ..........................................................................
7
1. Reading Comprehension ...................................................................
7
a. the linguistic conceptual for reading comprehension ........................
10
b. Level of Reading Comprehension ....................................................
13
2. Reading .............................................................................................
16
a. The nature of reading ......................................................................
16
b. Reading materials ...........................................................................
17
v
3. Genre – based Approach .....................................................................
18
a. social function ..................................................................................
18
b. generic structure ...............................................................................
19
c. language features ..............................................................................
19
4. Material Development .........................................................................
20
5. Cosmetics Department ........................................................................
20
a. Hair Colorist ....................................................................................
21
b. Make up .........................................................................................
22
6. Reading Material for Cosmetic Topic ..................................................
22
7. Learning Theory ..................................................................................
24
8. English For Specific Purposes (ESP) ...................................................
26
a. The nature of ESP..............................................................................
26
b. Needs Analysis ..................................................................................
27
c. The Classification of ESP ..................................................................
29
d. Characteristic of good material ..........................................................
30
9. syllabus ...............................................................................................
32
B. Relevant Studies .......................................................................................
33
C. Conceptual Framework.............................................................................
35
CHAPTER III. RESEARCH METHODOLOGY .....................................
38
A. Research Design.......................................................................................
38
B. The Instruments of Data Collection .........................................................
39
C. Place and Time of Research ......................................................................
39
D. The Subject of Research ..........................................................................
39
vi
E. Techniques of Collecting Data ..................................................................
40
F. Technique of Analyzing the Data ..............................................................
40
G. The steps of Developing Materials ...........................................................
41
CHAPTER IV. MATERIAL DEVELOPMENT .......................................
43
A. Gathering Information and Data ..............................................................
43
B. Analyzing data ........................................................................................
43
1. Need Analysis ..................................................................................
43
a. Target needs… ...........................................................................
44
b. Learning needs ...........................................................................
46
2. Analysis of Existing teaching materials ............................................
48
C. Designing New Reading Materials ..........................................................
50
D. Validating by Experts ..............................................................................
56
1. English Teacher .................................................................................
56
2. English Lecturer ................................................................................
56
E. Revising Reading Materials.....................................................................
57
1. English teacher’s suggestion ..............................................................
57
2. English lecturer’s suggestion .............................................................
57
F. Revised- Developing Reading Materials (Final Product) .........................
58
CHAPTER V. CONCLUSION AND SUGGESTION ...............................
60
A. Conclusion ............................................................................................
60
B. Suggestion .............................................................................................
60
REFERENCES ...........................................................................................
62
APPENDIX .................................................................................................
64
vii
LIST OF TABLES
Pages
Table 4.1 Evaluation of Existing Materials ....................................................
49
Table 4.2 English Teacher’s Validation Score ...............................................
58
Table 4.3 English Lecturer’s Validation Score ..............................................
59
viii
LIST OF FIGURES
Pages
Figure 1. Classification of ESP ....................................................................
30
Figure 3.1 Flowchart of Developing Materials ..............................................
42
ix
LIST OF APPENDICES
Pages
Appendix A. Interview ................................................................... ……….
64
Appendix B. Questionnaire ............................................................ ……….
69
Appendix C. Developing Materials ................................................. ……….
73
Appendix D. Revised- Developing Materials .................................. ……….
93
Appendix E. Validating sheet .......................................................... ……….
110
Appendix F. Core and Basic Competencies ................................................... 116
Appendix G. Existing Materials .................................................................... 120
x
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is an important part of human existence and social process that
has many functions to perform the life of human beings. Language is an
instrument to convey information. It is used to express ideas, feeling, purposes,
thoughts, and opinions in written or oral way. Through language, we can share
and transfer knowledge, transmit massage from one to another, and from
generation to the next generation. In short, almost all of human activities are
conducted through the use of language.
In Indonesia English has been used as a foreign language. English is
consists of four skills which have to be mastered by the students, they are
listening, speaking, reading and writing. In this case, the learners are required to
comprehend (listening and reading) the language and produce (speaking and
writing) the language. In teaching the language, between comprehending the
languages as well as producing the language are exactly having a relationship.
Before producing the language, students need to have some vocabularies; those
vocabularies are gotten by the process of comprehending the language.
For
example, by having an activity of reading or listening, students will get an input
data of what they have to express in term of writing or speaking.
Among the four language skills, reading is one of the skill that should be
learned well by the students because by having reading skill they will be easy to
2
get information, knowledge, and science. Grabe & Stoller (2002:9) elaborate that
reading is a way to draw information from printed page and interpret the
information appropriately. Meaning that the students will find out the information
from the text as efficient as possible.
In fact, the abomination of learning English is reading a text or a passage.
Most of students are too lazy to comprehend a text through having a reading
activity. A long text or passage makes them so bored to read; furthermore, the
topic is not interesting for them; it is not related to their environment, and the text
has too-complex grammar.
Based on the researcher’s analysis of syllabus and teaching materials,
particularly for the subject of English which are used by students of a particular
SMK in Medan, it was found that the teaching materials were not specified for
any certain vocations. In fact, students who take a vocation of cosmetics were
taught by using teaching materials which were unrelated to the cosmetics. One of
phenomena happened is that the students were taught by using teaching materials
about English in General; it was unrelated to the vocation of cosmetics that the
students have.
It is can be seen by the book that government distribute to the schools for
students handbook. Specifically in SMK N 10 Medan researcher observed in some
previous months (2015), the English reading materials they use is the same to
other schools in other regions. They use“Buku Bahasa Inggris” published by Pusat
Kurikulum dan Perbukuan, Balitbang, Kemendikbud, in 2014. There is no
3
material in their books which are representatives to their needs about cosmetics.
Specifically in reading material, there are no even materials which are
representative to Cosmetics.
It is proven by the data taken by the writer in which one of the reading
materials, genre of procedure text, is not related to Cosmetology Department. The
data is as follow:
How to make Orange Juice
“Steps/Methods”
“-First, wash the oranges and put them on a cutting
board.
- Then, cut the oranges into halves.
- After that, prepare the handheld juicer and put the
oranges on the juicer and squeeze them one by one.
- Continue doing this till all oranges have been juiced.
- If you want your juice without pulp use the sieve to
take out all the pulp.
- Now, add 2 teaspoons of sugar and a pinch of
- Now, add 2 teaspoons of sugar and a pinch of cinnamon if you want and
stir till the sugar and cinnamon has completely dissolved.
- Finally, your orange juice is ready to be served.”
The data shows that the reading materials are appropriate to the culinary
program but inappropriate to Cosmetology program. The students find it hard to
comprehend the difficult words like pulp, cinnamon, and sieve. The result is they
are not enthusiastic and interesting to learn the reading materials, simply because
they think it will not affect their Department and future job.
After reading the text, the students were asked to answer some questions
about the text. Besides, there were some teaching materials which were not
relevant to the vocation that the students have; for example in reading materials.
Specifically in procedure text. The texts used in their book most about west story.
The text such as how to cook and make something for procedure text. They do not
4
know about the object of the text so the students are not interested to learn about
it. It is supposed that the schemata assumed by researcher is not same each
students.
Actually, the students having vocation of cosmetics need to study English
to support their vocation, but the English should be specialized; the English
should be relevant to the specific purpose that they have, so there will be no gap
between the English materials and what the students need about English as an
international language related to a vocational purpose that they have.
As an international language, English is needed for many specific
purposes; that is why there is a term of ESP (English for Specific Purpose). In
practice, there are variants of English use; depending on the specific purposes.
This specification of English use will help learners to master English as well as
what they need in term of specific purpose that they have.
In education, ESP needs to be applied. From the above explanation stating
that many students are bored in reading a text which contains unrelated topic to
their environment, it can be implied that ESP can reduce this bad condition.
Through ESP, students will find some teaching materials which are related to the
vocations that they have. Thus, it will be interesting for the students to read the
text, and finally the text will enrich the students‟ knowledge about their vocation.
In other words, by having ESP, students will learn English based on what they
need.
5
In Indonesia, ESP is applied for fulfilling students’ needs. Since there are
so many vocational educations in Indonesia, ESP is essential to design teaching
materials in meeting students’ needs. Thus, when teaching English in Vocational
School or other vocational institutions, teachers should take notice of designing
teaching materials based on students’ needs related to the vocations that the
students focus on. If the process of English teaching in a Vocational School does
not apply ESP as an approach to meet students’ needs, there will be a condition
that the English taught to the students will be useless because of the gap between
the English materials and what the students need about English as an international
language related to a vocational purpose that they have.
From the background above, it was suggested that teachers have to
develop reading materials based on students’ need –vocational purpose as an
application of ESP. By being provided reading materials based on a vocation that
they focus on, the students will get easier to understand the text and get more
interested in reading it.
B. The Problems of the Study
Based on the background above, the problem of study is formulated as
follows. :
1. What reading materials are suitable to the students of SMK N 10 Medan which
is matched to their needs?
2. How to design English reading materials which is suitable to the needs of
students of SMK N 10 Medan?
6
C. The Objectives of the Study
The objectives of the study are:
1. to develop the suitable reading materials based on students’ need.
2. to design English reading materials which is suitable to the needs of students of
SMK N 10 Medan
D. The Scope of the Study
The developed materials are based on students’ need. The materials will
be applied in the Second grade of Vocational School – Department of Cosmetics,
and the skill concerned on is reading comprehension, particularly in procedure
text.
E. The Significance of the Study
This research is expected useful to give some valuable contributions
theoretically and practically, as follow:
1. Theoretically, the findings of the study will help the researcher later to
make a further research which is related to the study in area developing
English reading materials with the new information and theories in this
study.
2. Practically, the findings become the source of reference for students and
English teachers especially in SMK N 10 Medan to develop the materials.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
1. The students of SMK N 10 Medan particularly for Cosmetology
department needed the English reading materials which could support their
learning activity and learning environment. Their learning activity was
supposed to increase their knowledge about Cosmetology and their
learning environment to prepare themselves for looking a job later. The
English reading materials did not only help them to learn English but also
complete the mission of the school.
2. The reading materials on general English book did not match to their
needs and should be developed. The English reading materials should be
developed through 6 phases, they were; 1) Gathering information and data,
2) Analyzing data, 3) Designing materials based on the needs analysis, 4)
Validating the new reading materials by experts (Islamic subject teacher
and English lecturer), 5) Revising the new reading materials based on
experts’ suggestions, and 6) Final product.
B. Suggestions
In relation to the Conclusion, the suggestions are as follows :
1. Teacher
Teachers should consider the students’ needs to choose the learning
materials. The learning process can be successful if the reading materials were
60
61
useful for their daily life and learning environment. The teacher should use
authentic teaching materials based on the specific vocation which is had by the
students. The teachers should develop the reading materials if they found the
materials were too general for the students of SMK N 10 Medan particularly
Cosmetology Department which had specific needs.
2. Institution
The institution should supervise the teachers and ensure them that the
reading materials supported the school’s mission. The institution also should find
the books which match to the students’ need. The number of references of English
reading materials had to be increased to ease the students learning English.
3. Other researcher
Other researchers should find many references to support in developing
reading materials. The open questions of questionnaire should be considered to
give the students’ chance to deliver their wants in new reading material.
63
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