DEVELOPING ESP TEACHING MATERIALS FOR SECRETARY STUDENTS OF SMK BM SINAR HUSNI.
DEVELOPING ESP TEACHING MATERIALS FOR SECRETARY
STUDENTS OF SMK BM SINAR HUSNI
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
DWI MAHARTIKA
REG. NUMBER: 2122121048
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her deepest gratitude
to Allah SWT, the Almighty and the Most Beneficial for His Blessing, Grace,
Guidance, and Mercy that have been given to the writer 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, she has encountered a lot
of difficulties since the beginning to the last; many people have shown their
care, generous guidance and assistance, and helped her in finishing this thesis.
Therefore, the writer would like to express her deep 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 and Literature
Department and also as her First Adviser,
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
Tiarnita M.S Siregar, S.Pd., M.Hum as her Second Adviser and also as
her Academis Adviser she would like also acknowledge with gratitude
the time and effort extended on the thesis by the respective and
amazing advisers, for their understanding, efforts and willingness to
share their valuable time especially for comments, advice, corrections,
and suggestions.
Prof. Amrin Saragih, M.A, Ph.D., and Syamsul Bahri, S.S., M.Hum .
She would like to thank to the Reviewers for their valuable input to
furnish this thesis.
Dr. I Wayan Dirgeyasa, M.Hum. as the Expert Validator of the
writer’s developed material.
Eis Sriwahyuningsih, S.Pd., M.Pd., as the Administration Staffs of
English and Literature Department who always helped the writer during
her academic year.
H. Muhammad Siddik, M.M., the Headmaster of SMK BM Sinar Husni,
as her place of her research.
Nurlaili Khaira, S.Pd the English Teachers and also as the expert
validator, for their assistance and guidance during the research.
Her special sincere gratitude goes to her wonderful beloved parents (Allah
SWT. blesses them), her lovely father, Drs. Tusim Achmad and her
mother, Harwinda, S.Pd.I, for their endless love, mental and financial
i
support, understanding, spirit, motivation, and the main part, prayers,
during the writer’s whole life. Her brother, Angga Satria Waratama, SP
for his 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.
All her best friends, Anni Marhamah & Nita Syah Umar (Keluarga
Nita), Ayu, Aya, Djuwi, Mega, jannah Nst, Tiwi, Yuli, Wilda, Rapika,
Nisa, Sofa 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.
Her Brother-Friend-Love Asril Ginting for his love, support, caring,
attention, and whole the time for the writer.
All her classmates in Regular A 2012 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together and have been cooperatively in supporting
the writer as the class monitor.
The writer realizes that the content of his 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,
The writer,
June 2016
Dwi Mahartika
Reg. Number: 2122121048
ii
ABSTRACT
Mahartika, Dwi. 2122121048. Developing ESP Teaching Materials for Secretary Students
of SMK BM Sinar Husni. A thesis. English and Literature Department. Faculty of
Languages and Arts. State University of Medan. 2016
Developing teaching material is the process of selecting, adapting and evaluating of teaching
based on specific terms of reference. Need Analysis is very important before developing teaching
materials for English for Specific Purpose. The study aims at exploring the learning needs of 30
secretary students, and developing ESP materials for secretary based on Need Analysis. The
study uses Research and Developmental (R& D) is suitable way to develop the materials. Based
on the evaluation, the materials teachers use in educating the students are not appropriate to the
students needs. It can be seen that the students need the materials which are related to their
major. The findings describe the real needs of students of ESP for secretary, the lecturers’ view
points on the practice of ESP instructions, and descriptions of ESP for secretary used in English
speaking countries. This study focused on speaking, that related to the secretary students are
about Making Reservation and Making Arrangement. The results are very significant for
developer of ESP of various fields for they reflect the real needs of secretary students. It is
suggested that Secretary English teaching materials should be based on the Need Analysis by
ESP developer.
Key Words: Research and Developmental (R&D), ESP Teaching Materials, Secretary Students.
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity. Except where
appropriately acknowledge, this thesis is my own work, has been expresses in my own words,
and has not been previously submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, June 2016
Dwi Mahartika
Reg. No. 2122121048
TABLE OF CONTENTS
Pages
ABSTRACT ...........................................................................................
i
ACKNOWLEDGEMENT ....................................................................
ii
TABLE OF CONTENTS ......................................................................
iv
LIST OF FIGURES ..............................................................................
vi
LIST OF APPENDICES.......................................................................
vii
CHAPTER I. INTRODUCTION .........................................................
1
A. The Background of the Study .......................................
1
B. The Problem of the Study .............................................
5
C. The Scope of the Study .................................................
5
D. The Objective of the Study ...........................................
5
E. The Significance of the Study .......................................
6
CHAPTER II. REVIEW OF LITERATURE ....................................
7
A. Theoretical Framework .................................................
7
1. The Origin of ESP .....................................................
7
2. What is ESP? ............................................................
8
3. The Types of ESP ………….....................................
10
4. Developing Materials ................................................
13
a. Need Analysis ................................................
13
b. Approach to Course Design ..........................
17
c. Material Evaluation .......................................
19
d. Material Design ............................................
23
e. Material Development ...................................
23
B. Relevant Studies ............................................................
30
C. Conceptual Framework .................................................
32
CHAPTER III. METHOD OF RESEARCH......................................
34
A. The Research Design ....................................................
34
B. The Technique of Collecting Data ................................
34
D. The Techniques Data Analysis .....................................
35
iv
E. The Developing Materials .............................................
35
CHAPTER IV. DATA ANALYSIS AND REASEARCH FINDINGS 36
A. Data Analysis ..............................................................................
36
1.Students’ Target Needs ......................................................
36
2.Students’ Lack ....................................................................
37
3. Students Learning Needs....................................................
38
4. Materials Needed for Vocational School ..........................
39
5. Syllabus ..............................................................................
40
6. Validating by Experts .........................................................
41
7. Course Planning .................................................................
42
Findings .......................................................................................
45
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ...................
47
A. Conclusions .................................................................................
47
B. Suggestions ..................................................................................
48
REFERENCES ......................................................................................
49
APPENDIX ............................................................................................
50
B.
v
LIST OF TABLES
Pages
Table 4.1. The students’ target needs of language skills…….…………………. 37
Table 4.2. Students’ Lack…………..………………………………………….. 37
Table 4.3. Students’ preference of teaching methodology…….……………… 38
Table 4.4. Materials for secretary students…………………………………………...
39
LIST OF FIGURES
Pages
Figure 2.1. Diagram of the skill centered approach…….…………………. 18
Figure 2.2 The diagram of material development…………..…………….. 24
LIST OF APPENDICES
APPENDIX A. The need analysis questionnaires ..................................
APPENDIX B. The list of interviews.....................................................
APPENDIX E. The Background of Respondent.....................................
APPENDIX F. The Materials Methodology ...........................................
APPENDIX G. Model of learning ..........................................................
APPENDIX H. Students age ...................................................................
APPENDIX I. Instrumen kelayakan bahan ajar ......................................
APPENDIX K. The existing materials....................................................
APPENDIX L. New material development ............................................
iv
Pages
51
55
56
57
58
59
60
65
87
CHAPTER I
INTRODUCTION
A.
The Background of The Study
As a means of communication, English has been one of the prestigious languages used for
many years almost all over the world. It has been accepted as the international language of
technology and commerce. Thus, more and more people are motivated to learn English, and in its
development, English is learnt for different purpose which is especially based on the field of
one’s work as the reasons for them to study language. For this reason, there are learners who
learn Business English, Medical English, Technical English, etc. This is what we call as English
Specific Purposes (ESP).
In this Globalization Era, there has been a tight competition among the companies.
Therefore they need a good quality of human resources to run the business and give some
services to the customers. Corporate Secretary is one of strategic position which shall be
conducted as to achieve better service to the top management. In carrying out his/her job, the
secretary services the top management, VIP guests and expatriate. Therefore, corporate Secretary
shall have perfect communication in English and mastering written language. Thus, it is
necessary to decide whether the English taught is general that is English for General Purposes or
specific.
General English usually offers a judicious blend of different language skills and the
topics are chosen from all range of sources, basing the selection of content more on students’
interests and engagements than an early identifiable students’ needs. Students are taught to
communicate on general social level and to cope with the general text. The decision made, in
1
part, that how, why or when students need the language in the future is still unknown. So the
materials given cover the broadest range of use possible. In contrast to the students of GE,
students of ESP have closely identified goal for learning (Kariman & Nababan, 2006).
Teaching materials form an important part of most English language program. From
textbooks, videotapes, and picture to the internet, teachers rely heavily on a diverse range of
materials to support their teaching and their students’ learning. However, despite the current rich
of English language teaching materials commercially available. Anecdotal evidence suggests that
many teachers continue to produce their own materials for classroom use. Indeed, most teachers
spend considerable time finding, selecting, evaluating, adapting, and making materials to use in
their teaching. (Howard J: 2004).
ESP is seen as an approach not a product, which means that we do not teach special form
of a language but it can be identified as typical of a particular context of use. It is meant that the
learners would likely to meet in the target situation (Hutchinson and Waters, 2007). ESP is not
just a matter of science works and grammar for scientist, etc. but it is linked with performance
and competence. It means that what people actually do with language and the range of
knowledge and ability, which enable them to do it. ESP courses are providing the learners with
competence of English for Specific field of knowledge at the advanced level. It is also concerned
with the design of curriculum, using approaches, methods and techniques in advanced ESP and
develops materials for the syllabus.
ESP is generally based on needs of the students, which are aimed at specifying what
exactly the students’ need in studying English. ESP practitioners are required to be sensible in
detecting their learner needs in the present situation and in the target situation. The practitioner
should develop their teaching materials based on the learners’ preferences. (Rustam: 2009, 32)
reports his investigation that most Indonesian English teachers do not develop their own syllabus
and materials systematically based on the teachers’ preferences. As a result, students are not
motivated to learn. Their motivation is basically caused by the institutional curriculum that they
should follow.
(Torregrosa: 2011) suggest that teachers should expose their students to a great number of
short authentic texts instead of exposing them to longer passages. They believe that the quantity
of texts will provide a high enough level of frequency of the language elements aimed to be
taught in the classroom and will help students recognize them.
Most of the Indonesia English teachers apply structural syllabus in their school. In the
syllabus, they focus on linguistics forms. Such as simple present, present perfect, etc. instead of
concentrating on form large areas of language use cannot be taught. In particular, the formal
syllabus may fall to provide the learners with an understanding of the communicative use of the
structure (Gilmore: 2007).
The teaching of English in Indonesia is widespread and improving, as seen from the
initiation of government policy to train and upgrade English teachers for teaching English well.
Many school have used the language laboratory to make teaching English more effective and
efficient.
A quite devastating result from National Examination shows unsatisfactory scores
obtained by the students. Most of them cannot perform the language skills well, namely
speaking, reading, writing, and listening. Listening is the easiest skill to master and the most
difficult is writing. Each of those skills has a different way of learning. For instance, if one wants
to excel in speaking one should take a different path of learning than if one wants to be able to
write well in language. On the other hand, many students of university level cannot use English,
they must ask somebody to translate the English text. It is because the materials taught are not
based on the students’ needs.
The fact is, of course, being a problem for the teachers that the students learn something
that they do not need. Moreover the research finding reported by Rustam (2006) suggests that
ESP materials for Secretary should be developed based on the learners’ needs and their future
job. They learn English but their English is not aimed to accommodate their needs. That is why
their English felt into fulfill subject matter only. Based on this, there is an assumption that they
do not have yet English Specific Purposes.
In this study, the researcher is concerned with the English for Secretary Students,
especially with the syllabus and materials design. The design of ESP materials in this study focus
on speaking. The reason is that secretary students generally need English for communication in
order to get a better understanding in spoken English. However, the new materials that have been
developed still based on the existing materials. In fact, the development of teaching materials
should be based on the learners’ need. ESP is defined to meet specific needs of the learners. ESP
may be related to or designed for specific disciplines such as how ESP is implemented for
Secretary Students.
B.
The Problem of the Study
Taking the background of the study, there is a main problem to be identified,
namely: How is the ESP teaching materials designed for secretary students of the SMK
BM Sinar Husni?
C.
The Objective of the Study
The objective of the study is to develop ESP teaching materials for secretary
students based on their needs, and to design the appropriate teaching materials for
Secretary Students’ needs.
D.
The Scope of the Study
This study focuses on English Materials design for vocational school Secretary
Department. The design was focused on speaking materials for the 2 nd Grade Students.
E.
The Significance of the Study
Findings of this study are expected to provide beneficial information theoretically and
practically for the English teacher. It can be described as follows:
Theoretically, the finding of this study added what has been found in the area of teaching
ESP materials.
Meanwhile, practically the finding becomes sources of reference for:
1.
The English teachers especially in vocational schools in their attempts to design the ESP
materials.
2.
Intended to widen the teachers’ horizon in terms of their serious commitment in
implementing what has been revealed to make them aware and realize that there are so
many up-to-date materials that can be used to enhance the teaching-learning process.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSIONS
Developing teaching material is the process of selecting, adapting and evaluating of
teaching based on specific terms of reference. Need Analysis is very important before
developing teaching materials for English for Specific Purpose. After analyzing the data,
conclusions are drawn as the following: Speaking is the most dominant skill for the learners’
need in learning English. However, other language skills such as reading, listening, and
writing are also crucial for them. Functional and situational syllabuses were applied in
developing the materials. The functional syllabus focuses on the function of using English in
introducing self, making a short welcoming speech, giving hotel information, dealing with
reservation, etc. while the situational syllabus focuses on using English in certain situations
like, in the hotel, at the airport, at the travel agency, etc. The derived functional and situational
syllabus and materials designs are potentially applied in real life situation to meet with
secretary students’ need.
The findings describe the real needs of students of ESP for secretary, the lecturers’ view
points on the practice of ESP instructions, and descriptions of ESP for secretary used in
English speaking countries. This study focused on speaking, that related to the secretary
students are about Making Reservation and Making Arrangement
47
B.
SUGGESTIONS
In relations to the conclusions, suggestions are staged as the following:
1. It is suggested that the teachers and the students’ needs to be considered in developing
materials and syllabuses because the new materials development depend on the students’
need especially in secretary students. It is suitable with the major of vocational school.
2. It is suggested that secretary teachers should apply this syllabus and materials design in
order to see in efficiency and in effectiveness of the design and better improvement should
be made. So the developer of the teaching materials, should be based on the student’
needs.
3. It is finally suggested that other researchers should conduct further studies on deriving
syllabus or material, which has very close reference to the students’ needs. In order to see
in efficiency and effectiveness of the materials development and to make a variety of
teaching materials.
REFERENCES
Hutchinson, T and Waters, A. 1987. English for Specific Purposes. A learning-Centered
Approach. Cambridge University.
Kariman, T.M & Nababan (2006). Key Issues in ESP Materials Development for Chemical
Engineering Students. Pertemuan Linguistik 5 Utara. Medan
CMD Team Teaching (2014). Curriculum and Material Development. English Department
Faculty of Languages and Arts. State University of Medan
Siregar, Masitowarni (2015). Teaching English as Foreign Language. English Department,
Faculty of Languages and Arts. State University of Medan
Howard, J & Mayor, J (2004). TESOL Journal Guidelines for Designing Effective English
Language Teaching Materials. Vol.12 (50-58)
Ali, N (2009). Developing ESP Teaching Materials for Information and Technology Students of
Amir Hamzah. Post Graduate Students. State University of Medan
Lestari (2007). Designing English Teaching Materials for Law students of Simalungun
University. State University of Medan.
Mulyadi (2011). Developing Teaching Materials for Accountant Students. State University of
Jakarta.
ESP Today. Journal of English for Specific Purposes at Tertiary Level (2013) vol.1 (1): 113-126
e-ISSN: 2334-9050
Academica Science Journal Economica Series. ESP in the Modern Society (2012) vol.1 (1) ISSN:
2285- 8067Nordval, K (2003). Talk about travel: English for hotels, airlines, and tour.
Taipei: Compas
Nordval, K (2003). Talk about travel: English for hotels, airlines, and tour. Taipei: Compas
Salim and Toren (2003). The function of secretary. Jakarta: Modern English Press
Hong kong Hotel Reservation
STUDENTS OF SMK BM SINAR HUSNI
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
DWI MAHARTIKA
REG. NUMBER: 2122121048
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her deepest gratitude
to Allah SWT, the Almighty and the Most Beneficial for His Blessing, Grace,
Guidance, and Mercy that have been given to the writer 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, she has encountered a lot
of difficulties since the beginning to the last; many people have shown their
care, generous guidance and assistance, and helped her in finishing this thesis.
Therefore, the writer would like to express her deep 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 and Literature
Department and also as her First Adviser,
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
Tiarnita M.S Siregar, S.Pd., M.Hum as her Second Adviser and also as
her Academis Adviser she would like also acknowledge with gratitude
the time and effort extended on the thesis by the respective and
amazing advisers, for their understanding, efforts and willingness to
share their valuable time especially for comments, advice, corrections,
and suggestions.
Prof. Amrin Saragih, M.A, Ph.D., and Syamsul Bahri, S.S., M.Hum .
She would like to thank to the Reviewers for their valuable input to
furnish this thesis.
Dr. I Wayan Dirgeyasa, M.Hum. as the Expert Validator of the
writer’s developed material.
Eis Sriwahyuningsih, S.Pd., M.Pd., as the Administration Staffs of
English and Literature Department who always helped the writer during
her academic year.
H. Muhammad Siddik, M.M., the Headmaster of SMK BM Sinar Husni,
as her place of her research.
Nurlaili Khaira, S.Pd the English Teachers and also as the expert
validator, for their assistance and guidance during the research.
Her special sincere gratitude goes to her wonderful beloved parents (Allah
SWT. blesses them), her lovely father, Drs. Tusim Achmad and her
mother, Harwinda, S.Pd.I, for their endless love, mental and financial
i
support, understanding, spirit, motivation, and the main part, prayers,
during the writer’s whole life. Her brother, Angga Satria Waratama, SP
for his 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.
All her best friends, Anni Marhamah & Nita Syah Umar (Keluarga
Nita), Ayu, Aya, Djuwi, Mega, jannah Nst, Tiwi, Yuli, Wilda, Rapika,
Nisa, Sofa 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.
Her Brother-Friend-Love Asril Ginting for his love, support, caring,
attention, and whole the time for the writer.
All her classmates in Regular A 2012 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together and have been cooperatively in supporting
the writer as the class monitor.
The writer realizes that the content of his 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,
The writer,
June 2016
Dwi Mahartika
Reg. Number: 2122121048
ii
ABSTRACT
Mahartika, Dwi. 2122121048. Developing ESP Teaching Materials for Secretary Students
of SMK BM Sinar Husni. A thesis. English and Literature Department. Faculty of
Languages and Arts. State University of Medan. 2016
Developing teaching material is the process of selecting, adapting and evaluating of teaching
based on specific terms of reference. Need Analysis is very important before developing teaching
materials for English for Specific Purpose. The study aims at exploring the learning needs of 30
secretary students, and developing ESP materials for secretary based on Need Analysis. The
study uses Research and Developmental (R& D) is suitable way to develop the materials. Based
on the evaluation, the materials teachers use in educating the students are not appropriate to the
students needs. It can be seen that the students need the materials which are related to their
major. The findings describe the real needs of students of ESP for secretary, the lecturers’ view
points on the practice of ESP instructions, and descriptions of ESP for secretary used in English
speaking countries. This study focused on speaking, that related to the secretary students are
about Making Reservation and Making Arrangement. The results are very significant for
developer of ESP of various fields for they reflect the real needs of secretary students. It is
suggested that Secretary English teaching materials should be based on the Need Analysis by
ESP developer.
Key Words: Research and Developmental (R&D), ESP Teaching Materials, Secretary Students.
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity. Except where
appropriately acknowledge, this thesis is my own work, has been expresses in my own words,
and has not been previously submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, June 2016
Dwi Mahartika
Reg. No. 2122121048
TABLE OF CONTENTS
Pages
ABSTRACT ...........................................................................................
i
ACKNOWLEDGEMENT ....................................................................
ii
TABLE OF CONTENTS ......................................................................
iv
LIST OF FIGURES ..............................................................................
vi
LIST OF APPENDICES.......................................................................
vii
CHAPTER I. INTRODUCTION .........................................................
1
A. The Background of the Study .......................................
1
B. The Problem of the Study .............................................
5
C. The Scope of the Study .................................................
5
D. The Objective of the Study ...........................................
5
E. The Significance of the Study .......................................
6
CHAPTER II. REVIEW OF LITERATURE ....................................
7
A. Theoretical Framework .................................................
7
1. The Origin of ESP .....................................................
7
2. What is ESP? ............................................................
8
3. The Types of ESP ………….....................................
10
4. Developing Materials ................................................
13
a. Need Analysis ................................................
13
b. Approach to Course Design ..........................
17
c. Material Evaluation .......................................
19
d. Material Design ............................................
23
e. Material Development ...................................
23
B. Relevant Studies ............................................................
30
C. Conceptual Framework .................................................
32
CHAPTER III. METHOD OF RESEARCH......................................
34
A. The Research Design ....................................................
34
B. The Technique of Collecting Data ................................
34
D. The Techniques Data Analysis .....................................
35
iv
E. The Developing Materials .............................................
35
CHAPTER IV. DATA ANALYSIS AND REASEARCH FINDINGS 36
A. Data Analysis ..............................................................................
36
1.Students’ Target Needs ......................................................
36
2.Students’ Lack ....................................................................
37
3. Students Learning Needs....................................................
38
4. Materials Needed for Vocational School ..........................
39
5. Syllabus ..............................................................................
40
6. Validating by Experts .........................................................
41
7. Course Planning .................................................................
42
Findings .......................................................................................
45
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ...................
47
A. Conclusions .................................................................................
47
B. Suggestions ..................................................................................
48
REFERENCES ......................................................................................
49
APPENDIX ............................................................................................
50
B.
v
LIST OF TABLES
Pages
Table 4.1. The students’ target needs of language skills…….…………………. 37
Table 4.2. Students’ Lack…………..………………………………………….. 37
Table 4.3. Students’ preference of teaching methodology…….……………… 38
Table 4.4. Materials for secretary students…………………………………………...
39
LIST OF FIGURES
Pages
Figure 2.1. Diagram of the skill centered approach…….…………………. 18
Figure 2.2 The diagram of material development…………..…………….. 24
LIST OF APPENDICES
APPENDIX A. The need analysis questionnaires ..................................
APPENDIX B. The list of interviews.....................................................
APPENDIX E. The Background of Respondent.....................................
APPENDIX F. The Materials Methodology ...........................................
APPENDIX G. Model of learning ..........................................................
APPENDIX H. Students age ...................................................................
APPENDIX I. Instrumen kelayakan bahan ajar ......................................
APPENDIX K. The existing materials....................................................
APPENDIX L. New material development ............................................
iv
Pages
51
55
56
57
58
59
60
65
87
CHAPTER I
INTRODUCTION
A.
The Background of The Study
As a means of communication, English has been one of the prestigious languages used for
many years almost all over the world. It has been accepted as the international language of
technology and commerce. Thus, more and more people are motivated to learn English, and in its
development, English is learnt for different purpose which is especially based on the field of
one’s work as the reasons for them to study language. For this reason, there are learners who
learn Business English, Medical English, Technical English, etc. This is what we call as English
Specific Purposes (ESP).
In this Globalization Era, there has been a tight competition among the companies.
Therefore they need a good quality of human resources to run the business and give some
services to the customers. Corporate Secretary is one of strategic position which shall be
conducted as to achieve better service to the top management. In carrying out his/her job, the
secretary services the top management, VIP guests and expatriate. Therefore, corporate Secretary
shall have perfect communication in English and mastering written language. Thus, it is
necessary to decide whether the English taught is general that is English for General Purposes or
specific.
General English usually offers a judicious blend of different language skills and the
topics are chosen from all range of sources, basing the selection of content more on students’
interests and engagements than an early identifiable students’ needs. Students are taught to
communicate on general social level and to cope with the general text. The decision made, in
1
part, that how, why or when students need the language in the future is still unknown. So the
materials given cover the broadest range of use possible. In contrast to the students of GE,
students of ESP have closely identified goal for learning (Kariman & Nababan, 2006).
Teaching materials form an important part of most English language program. From
textbooks, videotapes, and picture to the internet, teachers rely heavily on a diverse range of
materials to support their teaching and their students’ learning. However, despite the current rich
of English language teaching materials commercially available. Anecdotal evidence suggests that
many teachers continue to produce their own materials for classroom use. Indeed, most teachers
spend considerable time finding, selecting, evaluating, adapting, and making materials to use in
their teaching. (Howard J: 2004).
ESP is seen as an approach not a product, which means that we do not teach special form
of a language but it can be identified as typical of a particular context of use. It is meant that the
learners would likely to meet in the target situation (Hutchinson and Waters, 2007). ESP is not
just a matter of science works and grammar for scientist, etc. but it is linked with performance
and competence. It means that what people actually do with language and the range of
knowledge and ability, which enable them to do it. ESP courses are providing the learners with
competence of English for Specific field of knowledge at the advanced level. It is also concerned
with the design of curriculum, using approaches, methods and techniques in advanced ESP and
develops materials for the syllabus.
ESP is generally based on needs of the students, which are aimed at specifying what
exactly the students’ need in studying English. ESP practitioners are required to be sensible in
detecting their learner needs in the present situation and in the target situation. The practitioner
should develop their teaching materials based on the learners’ preferences. (Rustam: 2009, 32)
reports his investigation that most Indonesian English teachers do not develop their own syllabus
and materials systematically based on the teachers’ preferences. As a result, students are not
motivated to learn. Their motivation is basically caused by the institutional curriculum that they
should follow.
(Torregrosa: 2011) suggest that teachers should expose their students to a great number of
short authentic texts instead of exposing them to longer passages. They believe that the quantity
of texts will provide a high enough level of frequency of the language elements aimed to be
taught in the classroom and will help students recognize them.
Most of the Indonesia English teachers apply structural syllabus in their school. In the
syllabus, they focus on linguistics forms. Such as simple present, present perfect, etc. instead of
concentrating on form large areas of language use cannot be taught. In particular, the formal
syllabus may fall to provide the learners with an understanding of the communicative use of the
structure (Gilmore: 2007).
The teaching of English in Indonesia is widespread and improving, as seen from the
initiation of government policy to train and upgrade English teachers for teaching English well.
Many school have used the language laboratory to make teaching English more effective and
efficient.
A quite devastating result from National Examination shows unsatisfactory scores
obtained by the students. Most of them cannot perform the language skills well, namely
speaking, reading, writing, and listening. Listening is the easiest skill to master and the most
difficult is writing. Each of those skills has a different way of learning. For instance, if one wants
to excel in speaking one should take a different path of learning than if one wants to be able to
write well in language. On the other hand, many students of university level cannot use English,
they must ask somebody to translate the English text. It is because the materials taught are not
based on the students’ needs.
The fact is, of course, being a problem for the teachers that the students learn something
that they do not need. Moreover the research finding reported by Rustam (2006) suggests that
ESP materials for Secretary should be developed based on the learners’ needs and their future
job. They learn English but their English is not aimed to accommodate their needs. That is why
their English felt into fulfill subject matter only. Based on this, there is an assumption that they
do not have yet English Specific Purposes.
In this study, the researcher is concerned with the English for Secretary Students,
especially with the syllabus and materials design. The design of ESP materials in this study focus
on speaking. The reason is that secretary students generally need English for communication in
order to get a better understanding in spoken English. However, the new materials that have been
developed still based on the existing materials. In fact, the development of teaching materials
should be based on the learners’ need. ESP is defined to meet specific needs of the learners. ESP
may be related to or designed for specific disciplines such as how ESP is implemented for
Secretary Students.
B.
The Problem of the Study
Taking the background of the study, there is a main problem to be identified,
namely: How is the ESP teaching materials designed for secretary students of the SMK
BM Sinar Husni?
C.
The Objective of the Study
The objective of the study is to develop ESP teaching materials for secretary
students based on their needs, and to design the appropriate teaching materials for
Secretary Students’ needs.
D.
The Scope of the Study
This study focuses on English Materials design for vocational school Secretary
Department. The design was focused on speaking materials for the 2 nd Grade Students.
E.
The Significance of the Study
Findings of this study are expected to provide beneficial information theoretically and
practically for the English teacher. It can be described as follows:
Theoretically, the finding of this study added what has been found in the area of teaching
ESP materials.
Meanwhile, practically the finding becomes sources of reference for:
1.
The English teachers especially in vocational schools in their attempts to design the ESP
materials.
2.
Intended to widen the teachers’ horizon in terms of their serious commitment in
implementing what has been revealed to make them aware and realize that there are so
many up-to-date materials that can be used to enhance the teaching-learning process.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSIONS
Developing teaching material is the process of selecting, adapting and evaluating of
teaching based on specific terms of reference. Need Analysis is very important before
developing teaching materials for English for Specific Purpose. After analyzing the data,
conclusions are drawn as the following: Speaking is the most dominant skill for the learners’
need in learning English. However, other language skills such as reading, listening, and
writing are also crucial for them. Functional and situational syllabuses were applied in
developing the materials. The functional syllabus focuses on the function of using English in
introducing self, making a short welcoming speech, giving hotel information, dealing with
reservation, etc. while the situational syllabus focuses on using English in certain situations
like, in the hotel, at the airport, at the travel agency, etc. The derived functional and situational
syllabus and materials designs are potentially applied in real life situation to meet with
secretary students’ need.
The findings describe the real needs of students of ESP for secretary, the lecturers’ view
points on the practice of ESP instructions, and descriptions of ESP for secretary used in
English speaking countries. This study focused on speaking, that related to the secretary
students are about Making Reservation and Making Arrangement
47
B.
SUGGESTIONS
In relations to the conclusions, suggestions are staged as the following:
1. It is suggested that the teachers and the students’ needs to be considered in developing
materials and syllabuses because the new materials development depend on the students’
need especially in secretary students. It is suitable with the major of vocational school.
2. It is suggested that secretary teachers should apply this syllabus and materials design in
order to see in efficiency and in effectiveness of the design and better improvement should
be made. So the developer of the teaching materials, should be based on the student’
needs.
3. It is finally suggested that other researchers should conduct further studies on deriving
syllabus or material, which has very close reference to the students’ needs. In order to see
in efficiency and effectiveness of the materials development and to make a variety of
teaching materials.
REFERENCES
Hutchinson, T and Waters, A. 1987. English for Specific Purposes. A learning-Centered
Approach. Cambridge University.
Kariman, T.M & Nababan (2006). Key Issues in ESP Materials Development for Chemical
Engineering Students. Pertemuan Linguistik 5 Utara. Medan
CMD Team Teaching (2014). Curriculum and Material Development. English Department
Faculty of Languages and Arts. State University of Medan
Siregar, Masitowarni (2015). Teaching English as Foreign Language. English Department,
Faculty of Languages and Arts. State University of Medan
Howard, J & Mayor, J (2004). TESOL Journal Guidelines for Designing Effective English
Language Teaching Materials. Vol.12 (50-58)
Ali, N (2009). Developing ESP Teaching Materials for Information and Technology Students of
Amir Hamzah. Post Graduate Students. State University of Medan
Lestari (2007). Designing English Teaching Materials for Law students of Simalungun
University. State University of Medan.
Mulyadi (2011). Developing Teaching Materials for Accountant Students. State University of
Jakarta.
ESP Today. Journal of English for Specific Purposes at Tertiary Level (2013) vol.1 (1): 113-126
e-ISSN: 2334-9050
Academica Science Journal Economica Series. ESP in the Modern Society (2012) vol.1 (1) ISSN:
2285- 8067Nordval, K (2003). Talk about travel: English for hotels, airlines, and tour.
Taipei: Compas
Nordval, K (2003). Talk about travel: English for hotels, airlines, and tour. Taipei: Compas
Salim and Toren (2003). The function of secretary. Jakarta: Modern English Press
Hong kong Hotel Reservation