DEVELOPING ENGLISH READING MATERIALS FOR STUDENTS AT SMK PANCA BUDI 2 MEDAN.
DEVELOPING ENGLISH READING MATERIALS FOR STUDENTS
AT SMK PANCA BUDI 2 MEDAN
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan
By:
SRI LESTARI SETIAWAN
REG NUMBER: 2113121067
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Setiawan, Sri Lestari. Registration Number: 2113121067. Developing English eading
Materials for Students at SMK Panca Budi 2 Medan. A Thesis. English Educational
Program, Faculty of Languages and Arts, State University of Medan, 2016.
This study aims to design English reading materials needed for students at SMK Panca
Budi 2 Medan and develop English reading materials for students at SMK Panca Budi 2 Medan.
The research was conducted by 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. It was conducted at SMK Panca Budi 2 Medan, especially grade
XII. The data were gathered by administering interview to English teacher and distributing
questionnaire to 30 students to get the students’ needs. The interview and questionnaire results
prove that the students need English reading materials which contain the appropriate
knowledge or topic with the BSNP (Badan Standar Nasional Pendidikan), syllabus, and
students’ level. Thus, developing materials are procedure text. The procedure texts expose the
texts about clerical duties which are adjacent with students’ life. There are 3 text provided, they
are: Arranging a Business Trip, How to Document Petty Cash Slips and Arranging a Formal
Meeting. The products have been validated by experts. The average scores are 4,25 from
English teacher and 4,25 English lecturer. It means the developing materials categorized as
relevant or appropriate for students at SMK Panca Budi 2 Medan grade XII.
Key Words: Developing, Reading Materials, Procedure Text, Research and Development (R
& D)
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her deepest gratitude to Allah SWT,
the Almighty and the Most Beneficial for Her 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, many people have shown their care and
assistance, therefore, the writer 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 and Literature Department
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.
Prof. Dr. Busmin Gurning, M.Pd., as her thesis advisor who has given the writer
support, time and valuable suggestion.
Dr. Rahmad Husein, M.Ed., Indra Hartoyo, S.Pd., M.Hum., and Isli Iriani Indiah
Pane, S.Pd., M.Hum., as her examiners who has given the writer time, support and
valuable input to furnish this thesis.
Rita Suswati, S.Pd., M.Hum., as the expert validator of the writer’s developed
material.
Amdan, SH., M.Si as the Headmaster of SMK Panca Budi 2 Medan for allowing her
to conduct the research in the school. She also would like to convey her gratitude to
English Teacher, Siti Mei Suri Husna Tanjung, S.Pd.. And also to all students of
Grade XII on academic year 2016/2017 for their attention and appreciation.
Her special sincere gratitude goes to her wonderful beloved parents, her lovely father,
Alm. Ir. Muhammad Boedi Setyawan and her mother, Fenti Rangkuti, 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, Dimas
Ramadhan and Salzabilla Maharani for their support, caring, and attention. And also
her big family for giving the inspiration and their great motivation for the writer in
finishing her study.
Her wonderful friends, Atikah Sarayah, S.Pd, thank you for every single smile, laugh,
tear, help, struggle that we have passed and for sweet and happy memories we shared
together.
Her thankfulness is also directed to her brothers and sisters Andika Pratama, Anggita
Kasanra Lubis, S.Pd., Anni Marhamah, S.Pd., Aryokta Ismawan, Boy Atlaliust
Simangunsong, S.Pd., Chairunnisa, S.Pd., Chairunnisa Lubis, S.Pd., Cut Rizki
Ramadhani, Dara Yullyanti, S.S., Desti Suastika, Dwita Sundari, Elgie Septiya
Retna, Elnoviamy, S.Pd., Fajar Manalu, Fandi Ahmad Syahputra, Florida
Siregar, S.Pd., Geby Cindy Florensia Sitanggang, S.Pd., Indahwaty Suwandy,
Irma Andriyani Nasution, S.Pd., Isma Eriyanti, S.Pd., Muhammad Trisna
Dirgantara, Nayara Hafiza Surbakti, S.Pd., Nurhamidah Bahri Ranjung, S.Pd.,
Nurul Huda, R.A. Wulaningtyas Kulowani, S.Pd., Rika Wahyuni Tambunan,
S.Pd., Rezeki Sofyan, S.S., Swidanty Annisa, S.S., Sylvia Febyani Taruna, S.Pd.,
ii
Rizki Triananda Harahap, and Zhana Sabrina Amelia, for their smile, laugh, help,
guidance, spirit, and motivation in campus daily life.
All his brothers and sisters in HMJ-BSI FBS UNIMED for all motivation, spirit and
attention in organization and campus every day
All her PPL mates, Ami Salmiah, S.Pd., Beni Hutajulu, S.Pd., Cut Rizka Al Usrah,
S.Pd., Endang Rahma, Nur Azieanne, S.Pd., Novrida Yani Tarigan, S.Pd., and
Zahara Kusuma, S.Pd., for their support, help and caring to pass PPL moment.
All her classmates in Regular B 2011 Adeliany Putri, S.Pd., Aryadi Manuel Gultom,
Diaz Pradya Azmi, S.Pd., Evelin Siahaan, Fanny Amelia Purba, S.Pd., Permadi
Pasaribu, S.Pd., Tri Utari Arwilana, S.Pd., and Weny Ardianti, S.Pd. and who
cannot be mentioned one by one that conquered the lectures and shared knowledge,
ideas, and bitter-sweet of campus life together.
The writer realizes that the content of her Thesis is still far from being perfect, but he
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,
September 2016
The Writer,
Sri Lestari Setiawan
NIM. 2113121067
iii
TABLE OF CONTENTS
Pages
ABSTRACT .................................................................................................
i
ACKNOWLEDGEMENT ..........................................................................
ii
TABLE OF CONTENTS ............................................................................
iv
LIST OF DIAGRAM ..................................................................................
vii
LIST OF TABLES ......................................................................................
viii
LIST OF APPENDICES ............................................................................
x
CHAPTER I.INTRODUCTION ................................................................
1
A. Background of the Study ..................................................................
1
B. The Problems of the Study ...............................................................
6
C. The Objectives of the Study .............................................................
6
D. The Scope of the Study ....................................................................
7
E. The Significance of the Study...........................................................
7
CHAPTER II.REVIEW OF LITERATURE ............................................
9
A. Theoretical Framework ......................................................................
9
1. Reading .................................................................................
9
2. The Purpose of Reading .........................................................
10
a.
Reading for Survival ................................................
11
b.
Reading for Learning ...............................................
11
c.
Reading for Pleasure ................................................
12
3. Reading Comprehension ........................................................
12
4. Process of Reading Comprehension ......................................
13
a. Bottom-Up Process ....................................................
13
b. Top-Down Process .....................................................
14
c. Interactive Process .....................................................
15
5. Level of Reading Comprehension .........................................
15
a. Literal Comprehension...............................................
16
b. Interpretative Comprehension ....................................
16
c. Applied Comprehension ............................................
17
iv
6. Text ........................................................................................
18
7. Procedure Text .......................................................................
19
a. Social Function ..........................................................
19
b. Generic Structure .......................................................
19
c. Language Features .....................................................
20
8. Material Development ...........................................................
21
9. English for Specific Purposes ................................................
21
10. Need Analysis ........................................................................
23
1. Target Needs .............................................................
23
a. Necessities ...........................................................
24
b. Lacks ...................................................................
24
c. Wants ..................................................................
24
2. Learning Needs ..........................................................
25
11. Course Design ........................................................................
25
1. Language-Centered Course Design ...........................
26
2. Skill-Centered Course Design....................................
26
3. A Learning-Centered Approach .................................
26
12. Curriculum .............................................................................
27
13. Syllabus ..................................................................................
28
14. Office Administration ............................................................
31
B. Relevant Studies.................................................................................
31
C. Conceptual Framework ......................................................................
33
CHAPTER III.RESEARCH METHOD ....................................................
36
A. Research Design.................................................................................
36
B. Place and Time of Research ...............................................................
37
C. The Subject of Research ....................................................................
37
D. The Research Instrument ...................................................................
37
E. The Source of Data ............................................................................
38
F. Techniques of Collecting the Data .....................................................
38
G. Technique of Analyzing the Data ......................................................
39
H. The Steps of Developing Materials....................................................
39
CHAPTER IV.RESEARCH FINDINGS AND DISCUSSIONS ............
41
A. Gathering Information and Data .......................................................
41
B. Analyzing the Data ...........................................................................
42
v
C. Analysis of Existing Teaching Materials ..........................................
52
D. Designing New Reading Materials ...................................................
53
E. Validating by Experts .......................................................................
56
F. Revising Reading Materials ..............................................................
57
G. Revised-Developing Reading Materials (Final Product) ..................
58
CHAPTER V.CONCLUSIONS AND SUGGESTIONS .........................
60
REFERENCES .............................................................................................
62
APPENDICES .............................................................................................
65
vi
LIST OF TABLES
Pages
Table 4.1 Students’ Background ....................................................................
42
Table 4.2 Students’ Background ....................................................................
42
Table 4.3 Students’ Background ...................................................................
42
Table 4.4 The Reason Why Language is Needed ..........................................
43
Table 4.5 The Reason Why Language is Needed ..........................................
43
Table 4.6 Objectives of Learning English .....................................................
44
Table 4.7 The Place of Using English ..........................................................
45
Table 4.8 The Time of Using English ...........................................................
45
Table 4.9 Necessities .....................................................................................
46
Table 4.10 Lacks ............................................................................................
47
Table 4.11 Lacks ............................................................................................
47
Table 4.12 Lacks ...........................................................................................
47
Table 4.13 Lacks ............................................................................................
47
Table 4.14 Wants ...........................................................................................
48
Table 4.15 Wants ...........................................................................................
48
Table 4.16 Wants ...........................................................................................
49
Table 4.17 Preferred Input .............................................................................
50
Table 4.18 Preferred Topic ...........................................................................
50
Table 4.19 Preferred Reading Input ...............................................................
51
Table 4.20 Preferred Reading Activity ..........................................................
51
Table 4.21 English Teacher’s Validation Score ............................................
58
viii
Table 4.22 English Lecturer’s Validation Score ............................................
ix
59
LIST OF CHART
Pages
Chart 3.1. Flowchart of Developing Materials ..............................................
vii
40
LIST OF APPENDICES
Appendix A ................................................................................................... 65
Apeendix B ................................................................................................... 70
Appendix C ................................................................................................... 76
Appendix D ................................................................................................... 77
Appendix E ................................................................................................... 79
Appendix F .................................................................................................... 82
Appendix G ................................................................................................... 95
Appendi H ..................................................................................................... 109
Appendix I .................................................................................................... 113
x
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Education can be defined as a way to improve students’ knowledge, by
having a good knowledge students are expected to be able to earn their life
through a good occupation or being a professional worker in the future. In our
education system, there are many subjects that should be understood well by the
students, for example: Mathematics, Physics, Chemistry, Biology, Geography,
Sociology, Economic, History, English, and etc. Those subjects have been
taught from Junior High School level until Senior High School level. The
equipping of many subjects is expected to increase students’ knowledge and
information.
Another fact shows that, there is also a level of education it is Vocational
High School level which is having specific study programs and specific
subjects. The purpose why vocational high school has been specified it is
because the school will prepare the students for having a career or job based on
the specific applied skills. To achieve this purpose a vocational high school
gives a learning experience and adequate exercise to build a professional
capability in science and technology through specific programs. For example a
student of vocational high school in Culinary Study Program will get many
1
2
subjects related to food and beverage and a student of vocational high school in
Accounting Study Program will get many subjects related to finance, even
though in vocational high school and other levels of education will have
different subjects, but there is one subject that always be taught in every level
of education, that is English subject.
Nowadays many people deem that English is an important lesson to be
learned because it is common used in every field such as economics, science,
international relationship, and etc. By seeing some the advantages people try to
master this international language. As BSNP (Badan Standar Nasional
Pendidikan) (2010:10) states that English course aims to equip students in
improving their abilities to understand English text from academic purposes and
specific purposes.
The goals of English subject in the vocational high school is to communicate
by using intermediate level of English. Recently, there are 2 kinds of curriculum
that are used in Indonesia, they are: K13 (Kurikulum 2013) & KTSP
(Kurikulum Tingkat Satuan Pendidikan), but the object of this research is SMK
Panca Budi 2 Medan which is actually used KTSP, actually this curriculum has
a main concern on students’ competencies. That is why, to reach the goal,
students in vocational high school must pass the three standard competencies
that have provided in the curriculum; such as : to communicate by using novice
level of English, to communicate by using elementary level of English and to
communicate by using intermediate level of English. In the other words, English
subject in vocational high school aims to develop students’ abilities in
3
communication by using the target language, both in oral and written, but the
aim is easy to be said rather than to be done, because in the real implementation
students who are taught in English subject in the classroom, have failed to use
the target language properly in their real situation. This evidence has proved the
failure in teaching learning process. Actually there are some various factors that
have influenced them; such as: students’ interest in learning English has been
low, the teacher mostly dominated the teaching learning process by tutoring, the
teaching media has not supported the teaching learning process and the major
factor is the students’ course book is too monotonous and even sometimes the
students’ course book is not appropriate.
In Indonesia, English has been used as a foreign language. English 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
language as well as producing the language are exactly have a relationship.
Before producing the language, students need to have some vocabularies, those
vocabularies are gotten by the process of comprehending the language.
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 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
4
information from the text as efficient as possible. Yet, the fact shows that in
learning English specifically in reading texts, students are hard to understand a
text or even they are lazy to comprehend it through reading activity. They think
that reading activity is a tedious activity; furthermore they think the topic is not
interesting or it is not related with their needs and sometimes the text has a high
level in terms of language or grammar.
Based on the writer’s preliminary observation, the writer has found most of
students were not good in comprehending the texts. At the beginning the writer
asked the students about their interest in learning English especially in reading
texts, and they told the writer the reading materials were hard to understand,
because sometimes the language or the grammar are complicated then the writer
checked their books and it has found that their reading materials are totally
irrelevant with their study program, they often get confused because they did
not understand the reading subject, the texts are not suitable for the students in
vocational high school. For example there were some texts under the title How
The Microwave Oven Works and How Safe is Your Home?.
Actually the students are coming from Office Administration study
program, their study program emphasize them to be a good officer or secretary
in the future. The writer has analyzed the office administration text book, there
are many instructions in order to be a good officer or secreteary, such as: how
to handle the telephone, how to arrange the meeting, how to write a good letter
or email and etc. The writer also found the basic competence in the syllabus,
there is 1 basic competence related to the instruction (procedure text). Students’
5
English text books provide some procedure texts yet the materials are not match
with the students’ major.
Unfortunately, the writer of the text book has provided general materials,
before writing the materials, the writer has seen the curriculum as the standard
for the writer to write the text book. They have emphasized the materials based
on students’ level, there is no specification on the text book because the writers
are not the teachers for the students. It doesn’t mean those text materials are not
good yet, they are not appropriate for students in specific purposes.
Tom Hutchinson and Water (1987:8) says that learners were seen to have
different needs and interests, which would have an important influence on their
motivation to learn and therefore on the effectiveness of their learning. This lent
support to the development of courses in which ‘relevance’ to the learners’
needs and interest was paramount. English is needed by a particular group of
learners could be identified by analysing the linguistic characteristics of their
specialist area work or study we can conclude that English is also used for the
specific purposes.
By seeing the preliminary data we can conclude that there are many students
were not interesting with the existing materials just because all the topic of the
texts are unrelated with their environment, meaning that the function of ESP
itself can decrease that problem, through ESP the teachers can analyze their
students’ needs and they also can design the appropriate reading materials for
their students, the students will get the relevant materials based on their study
6
program, the texts will be interesting for the students and finally the students
can improve their knowledge by having the suitable reading materials.
From the explanation above, we can sum up: a teacher as a facilitator has a
responsibility to facilitate the students in teaching learning process, a teacher
is not only has to teach in the class or give the lesson for them, but the teacher
should consider the English materials that are suitable for the students if he or
she finds that the existing materials can’t work well to fulfill the students’ needs,
so, the teacher will teach reading skill easily and it can grab the students’ interest
in the teaching learning process as well.
B. The Problems of the Study
By seeing from the background, the problems of study are :
1. “What are English reading materials which are appropriate for students
of Office Administration based on BSNP (Badan Standar Nasional
Pendidikan) ?”
2. “How to design English reading materials, which are suitable for
students of Office Administration based on BSNP (Badan Standar
Nasional Pendidikan) ?”
7
C. The Objectives of the Study
As mentioned in the problems of the study, the objectives of this research
are:
1. To develop English reading materials for students in Office
Administration Study Program based on BSNP (Badan Standar
Nasional Pendidikan).
2. To design English reading materials based on students’ need in Office
Administration Study Program based on BSNP (Badan Standar
Nasional Pendidikan).
D. The Scope of the Study
The scope of this study is the students in the third grade of SMK Panca Budi
2 Medan-Office Administration Study Program. This study focuses on reading
text, especially in procedure text.
E. The Significance of the Study
The result of this study are expected not only to be the merely data
aggregation but something more advantageous theoretically and practically. It
can be described as follows:
Theoretically, the result of this study can be a reference for those who are
interested in developing english reading materials.
Practically, the writer expects this study will be useful for:
8
1. The students; hopefully this study can improve their motivation in
learning english and through this research the students can comprehend
reading materials that are based on their needs.
2. The teachers; this study is aimed to help teachers find advantageous
information based on the contents and findings of this study, which is
related to developing english reading mateials.
3. The other researchers; this study is intended to be one of their resources
to make other developing english reading materials, and give additional
information for the next related study.
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
1. The students of SMK Panca Budi 2 Medan particularly in Office
Administration study program needed the English reading materials which
could support their learning activity and learning environment. Their
learning activity was supposed to increase their knowledge about clerical
duties and their learning environment to prepare themselves for looking a
job later. Those texts provided were developed based on the syllabus used,
based on the basic competence 1.6 that is comprehending technique
documents, the indicator stated that reading texts related to technique
documents (standard operating procedure), and the time for learning is 6
hours and there are 3 texts, they are: Arranging a Business Trip, How to
Document Petty Cash Slips and Arranging a Formal Meeting. Those texts
provided were appropriate based on the standar of BSNP (Badan Standar
Nasional Pendidikan).
2.
The reading materials on general English book did not match to their needs
and they are supposed to develop. The English reading materials were
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) )Revised- developing reading materials (final product).
60
61
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 useful
for their daily life and learning environment. The teacher should use the
appropriate 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 at SMK Panca Budi 2 Medan
particularly in Office Administration study program which had specific
needs.
2.
Institution
The institution should supervise the teachers and ensure them that the reading
materials supported the teaching and learning process. The institution also
should find the books which match to the students’ needs. 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 questions in questionnaire should be considered to
give the students’ chance to deliver their wants in learning english specifically
in reading skill.
62
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Umera, O and Okeke, A. 2011 . English for Specific Purposes. National Open
University of Nigeria.
Umera, O and Okeke, A. 2014. An Evaluation of English for Specific Purposes
(ESP) as a Modern trend in Eglish Language Teaching (ELT). An
International Multidisciplinary Journal, Ethiopia Vol 8(3).
AT SMK PANCA BUDI 2 MEDAN
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan
By:
SRI LESTARI SETIAWAN
REG NUMBER: 2113121067
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Setiawan, Sri Lestari. Registration Number: 2113121067. Developing English eading
Materials for Students at SMK Panca Budi 2 Medan. A Thesis. English Educational
Program, Faculty of Languages and Arts, State University of Medan, 2016.
This study aims to design English reading materials needed for students at SMK Panca
Budi 2 Medan and develop English reading materials for students at SMK Panca Budi 2 Medan.
The research was conducted by 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. It was conducted at SMK Panca Budi 2 Medan, especially grade
XII. The data were gathered by administering interview to English teacher and distributing
questionnaire to 30 students to get the students’ needs. The interview and questionnaire results
prove that the students need English reading materials which contain the appropriate
knowledge or topic with the BSNP (Badan Standar Nasional Pendidikan), syllabus, and
students’ level. Thus, developing materials are procedure text. The procedure texts expose the
texts about clerical duties which are adjacent with students’ life. There are 3 text provided, they
are: Arranging a Business Trip, How to Document Petty Cash Slips and Arranging a Formal
Meeting. The products have been validated by experts. The average scores are 4,25 from
English teacher and 4,25 English lecturer. It means the developing materials categorized as
relevant or appropriate for students at SMK Panca Budi 2 Medan grade XII.
Key Words: Developing, Reading Materials, Procedure Text, Research and Development (R
& D)
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her deepest gratitude to Allah SWT,
the Almighty and the Most Beneficial for Her 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, many people have shown their care and
assistance, therefore, the writer 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 and Literature Department
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.
Prof. Dr. Busmin Gurning, M.Pd., as her thesis advisor who has given the writer
support, time and valuable suggestion.
Dr. Rahmad Husein, M.Ed., Indra Hartoyo, S.Pd., M.Hum., and Isli Iriani Indiah
Pane, S.Pd., M.Hum., as her examiners who has given the writer time, support and
valuable input to furnish this thesis.
Rita Suswati, S.Pd., M.Hum., as the expert validator of the writer’s developed
material.
Amdan, SH., M.Si as the Headmaster of SMK Panca Budi 2 Medan for allowing her
to conduct the research in the school. She also would like to convey her gratitude to
English Teacher, Siti Mei Suri Husna Tanjung, S.Pd.. And also to all students of
Grade XII on academic year 2016/2017 for their attention and appreciation.
Her special sincere gratitude goes to her wonderful beloved parents, her lovely father,
Alm. Ir. Muhammad Boedi Setyawan and her mother, Fenti Rangkuti, 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, Dimas
Ramadhan and Salzabilla Maharani for their support, caring, and attention. And also
her big family for giving the inspiration and their great motivation for the writer in
finishing her study.
Her wonderful friends, Atikah Sarayah, S.Pd, thank you for every single smile, laugh,
tear, help, struggle that we have passed and for sweet and happy memories we shared
together.
Her thankfulness is also directed to her brothers and sisters Andika Pratama, Anggita
Kasanra Lubis, S.Pd., Anni Marhamah, S.Pd., Aryokta Ismawan, Boy Atlaliust
Simangunsong, S.Pd., Chairunnisa, S.Pd., Chairunnisa Lubis, S.Pd., Cut Rizki
Ramadhani, Dara Yullyanti, S.S., Desti Suastika, Dwita Sundari, Elgie Septiya
Retna, Elnoviamy, S.Pd., Fajar Manalu, Fandi Ahmad Syahputra, Florida
Siregar, S.Pd., Geby Cindy Florensia Sitanggang, S.Pd., Indahwaty Suwandy,
Irma Andriyani Nasution, S.Pd., Isma Eriyanti, S.Pd., Muhammad Trisna
Dirgantara, Nayara Hafiza Surbakti, S.Pd., Nurhamidah Bahri Ranjung, S.Pd.,
Nurul Huda, R.A. Wulaningtyas Kulowani, S.Pd., Rika Wahyuni Tambunan,
S.Pd., Rezeki Sofyan, S.S., Swidanty Annisa, S.S., Sylvia Febyani Taruna, S.Pd.,
ii
Rizki Triananda Harahap, and Zhana Sabrina Amelia, for their smile, laugh, help,
guidance, spirit, and motivation in campus daily life.
All his brothers and sisters in HMJ-BSI FBS UNIMED for all motivation, spirit and
attention in organization and campus every day
All her PPL mates, Ami Salmiah, S.Pd., Beni Hutajulu, S.Pd., Cut Rizka Al Usrah,
S.Pd., Endang Rahma, Nur Azieanne, S.Pd., Novrida Yani Tarigan, S.Pd., and
Zahara Kusuma, S.Pd., for their support, help and caring to pass PPL moment.
All her classmates in Regular B 2011 Adeliany Putri, S.Pd., Aryadi Manuel Gultom,
Diaz Pradya Azmi, S.Pd., Evelin Siahaan, Fanny Amelia Purba, S.Pd., Permadi
Pasaribu, S.Pd., Tri Utari Arwilana, S.Pd., and Weny Ardianti, S.Pd. and who
cannot be mentioned one by one that conquered the lectures and shared knowledge,
ideas, and bitter-sweet of campus life together.
The writer realizes that the content of her Thesis is still far from being perfect, but he
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,
September 2016
The Writer,
Sri Lestari Setiawan
NIM. 2113121067
iii
TABLE OF CONTENTS
Pages
ABSTRACT .................................................................................................
i
ACKNOWLEDGEMENT ..........................................................................
ii
TABLE OF CONTENTS ............................................................................
iv
LIST OF DIAGRAM ..................................................................................
vii
LIST OF TABLES ......................................................................................
viii
LIST OF APPENDICES ............................................................................
x
CHAPTER I.INTRODUCTION ................................................................
1
A. Background of the Study ..................................................................
1
B. The Problems of the Study ...............................................................
6
C. The Objectives of the Study .............................................................
6
D. The Scope of the Study ....................................................................
7
E. The Significance of the Study...........................................................
7
CHAPTER II.REVIEW OF LITERATURE ............................................
9
A. Theoretical Framework ......................................................................
9
1. Reading .................................................................................
9
2. The Purpose of Reading .........................................................
10
a.
Reading for Survival ................................................
11
b.
Reading for Learning ...............................................
11
c.
Reading for Pleasure ................................................
12
3. Reading Comprehension ........................................................
12
4. Process of Reading Comprehension ......................................
13
a. Bottom-Up Process ....................................................
13
b. Top-Down Process .....................................................
14
c. Interactive Process .....................................................
15
5. Level of Reading Comprehension .........................................
15
a. Literal Comprehension...............................................
16
b. Interpretative Comprehension ....................................
16
c. Applied Comprehension ............................................
17
iv
6. Text ........................................................................................
18
7. Procedure Text .......................................................................
19
a. Social Function ..........................................................
19
b. Generic Structure .......................................................
19
c. Language Features .....................................................
20
8. Material Development ...........................................................
21
9. English for Specific Purposes ................................................
21
10. Need Analysis ........................................................................
23
1. Target Needs .............................................................
23
a. Necessities ...........................................................
24
b. Lacks ...................................................................
24
c. Wants ..................................................................
24
2. Learning Needs ..........................................................
25
11. Course Design ........................................................................
25
1. Language-Centered Course Design ...........................
26
2. Skill-Centered Course Design....................................
26
3. A Learning-Centered Approach .................................
26
12. Curriculum .............................................................................
27
13. Syllabus ..................................................................................
28
14. Office Administration ............................................................
31
B. Relevant Studies.................................................................................
31
C. Conceptual Framework ......................................................................
33
CHAPTER III.RESEARCH METHOD ....................................................
36
A. Research Design.................................................................................
36
B. Place and Time of Research ...............................................................
37
C. The Subject of Research ....................................................................
37
D. The Research Instrument ...................................................................
37
E. The Source of Data ............................................................................
38
F. Techniques of Collecting the Data .....................................................
38
G. Technique of Analyzing the Data ......................................................
39
H. The Steps of Developing Materials....................................................
39
CHAPTER IV.RESEARCH FINDINGS AND DISCUSSIONS ............
41
A. Gathering Information and Data .......................................................
41
B. Analyzing the Data ...........................................................................
42
v
C. Analysis of Existing Teaching Materials ..........................................
52
D. Designing New Reading Materials ...................................................
53
E. Validating by Experts .......................................................................
56
F. Revising Reading Materials ..............................................................
57
G. Revised-Developing Reading Materials (Final Product) ..................
58
CHAPTER V.CONCLUSIONS AND SUGGESTIONS .........................
60
REFERENCES .............................................................................................
62
APPENDICES .............................................................................................
65
vi
LIST OF TABLES
Pages
Table 4.1 Students’ Background ....................................................................
42
Table 4.2 Students’ Background ....................................................................
42
Table 4.3 Students’ Background ...................................................................
42
Table 4.4 The Reason Why Language is Needed ..........................................
43
Table 4.5 The Reason Why Language is Needed ..........................................
43
Table 4.6 Objectives of Learning English .....................................................
44
Table 4.7 The Place of Using English ..........................................................
45
Table 4.8 The Time of Using English ...........................................................
45
Table 4.9 Necessities .....................................................................................
46
Table 4.10 Lacks ............................................................................................
47
Table 4.11 Lacks ............................................................................................
47
Table 4.12 Lacks ...........................................................................................
47
Table 4.13 Lacks ............................................................................................
47
Table 4.14 Wants ...........................................................................................
48
Table 4.15 Wants ...........................................................................................
48
Table 4.16 Wants ...........................................................................................
49
Table 4.17 Preferred Input .............................................................................
50
Table 4.18 Preferred Topic ...........................................................................
50
Table 4.19 Preferred Reading Input ...............................................................
51
Table 4.20 Preferred Reading Activity ..........................................................
51
Table 4.21 English Teacher’s Validation Score ............................................
58
viii
Table 4.22 English Lecturer’s Validation Score ............................................
ix
59
LIST OF CHART
Pages
Chart 3.1. Flowchart of Developing Materials ..............................................
vii
40
LIST OF APPENDICES
Appendix A ................................................................................................... 65
Apeendix B ................................................................................................... 70
Appendix C ................................................................................................... 76
Appendix D ................................................................................................... 77
Appendix E ................................................................................................... 79
Appendix F .................................................................................................... 82
Appendix G ................................................................................................... 95
Appendi H ..................................................................................................... 109
Appendix I .................................................................................................... 113
x
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Education can be defined as a way to improve students’ knowledge, by
having a good knowledge students are expected to be able to earn their life
through a good occupation or being a professional worker in the future. In our
education system, there are many subjects that should be understood well by the
students, for example: Mathematics, Physics, Chemistry, Biology, Geography,
Sociology, Economic, History, English, and etc. Those subjects have been
taught from Junior High School level until Senior High School level. The
equipping of many subjects is expected to increase students’ knowledge and
information.
Another fact shows that, there is also a level of education it is Vocational
High School level which is having specific study programs and specific
subjects. The purpose why vocational high school has been specified it is
because the school will prepare the students for having a career or job based on
the specific applied skills. To achieve this purpose a vocational high school
gives a learning experience and adequate exercise to build a professional
capability in science and technology through specific programs. For example a
student of vocational high school in Culinary Study Program will get many
1
2
subjects related to food and beverage and a student of vocational high school in
Accounting Study Program will get many subjects related to finance, even
though in vocational high school and other levels of education will have
different subjects, but there is one subject that always be taught in every level
of education, that is English subject.
Nowadays many people deem that English is an important lesson to be
learned because it is common used in every field such as economics, science,
international relationship, and etc. By seeing some the advantages people try to
master this international language. As BSNP (Badan Standar Nasional
Pendidikan) (2010:10) states that English course aims to equip students in
improving their abilities to understand English text from academic purposes and
specific purposes.
The goals of English subject in the vocational high school is to communicate
by using intermediate level of English. Recently, there are 2 kinds of curriculum
that are used in Indonesia, they are: K13 (Kurikulum 2013) & KTSP
(Kurikulum Tingkat Satuan Pendidikan), but the object of this research is SMK
Panca Budi 2 Medan which is actually used KTSP, actually this curriculum has
a main concern on students’ competencies. That is why, to reach the goal,
students in vocational high school must pass the three standard competencies
that have provided in the curriculum; such as : to communicate by using novice
level of English, to communicate by using elementary level of English and to
communicate by using intermediate level of English. In the other words, English
subject in vocational high school aims to develop students’ abilities in
3
communication by using the target language, both in oral and written, but the
aim is easy to be said rather than to be done, because in the real implementation
students who are taught in English subject in the classroom, have failed to use
the target language properly in their real situation. This evidence has proved the
failure in teaching learning process. Actually there are some various factors that
have influenced them; such as: students’ interest in learning English has been
low, the teacher mostly dominated the teaching learning process by tutoring, the
teaching media has not supported the teaching learning process and the major
factor is the students’ course book is too monotonous and even sometimes the
students’ course book is not appropriate.
In Indonesia, English has been used as a foreign language. English 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
language as well as producing the language are exactly have a relationship.
Before producing the language, students need to have some vocabularies, those
vocabularies are gotten by the process of comprehending the language.
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 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
4
information from the text as efficient as possible. Yet, the fact shows that in
learning English specifically in reading texts, students are hard to understand a
text or even they are lazy to comprehend it through reading activity. They think
that reading activity is a tedious activity; furthermore they think the topic is not
interesting or it is not related with their needs and sometimes the text has a high
level in terms of language or grammar.
Based on the writer’s preliminary observation, the writer has found most of
students were not good in comprehending the texts. At the beginning the writer
asked the students about their interest in learning English especially in reading
texts, and they told the writer the reading materials were hard to understand,
because sometimes the language or the grammar are complicated then the writer
checked their books and it has found that their reading materials are totally
irrelevant with their study program, they often get confused because they did
not understand the reading subject, the texts are not suitable for the students in
vocational high school. For example there were some texts under the title How
The Microwave Oven Works and How Safe is Your Home?.
Actually the students are coming from Office Administration study
program, their study program emphasize them to be a good officer or secretary
in the future. The writer has analyzed the office administration text book, there
are many instructions in order to be a good officer or secreteary, such as: how
to handle the telephone, how to arrange the meeting, how to write a good letter
or email and etc. The writer also found the basic competence in the syllabus,
there is 1 basic competence related to the instruction (procedure text). Students’
5
English text books provide some procedure texts yet the materials are not match
with the students’ major.
Unfortunately, the writer of the text book has provided general materials,
before writing the materials, the writer has seen the curriculum as the standard
for the writer to write the text book. They have emphasized the materials based
on students’ level, there is no specification on the text book because the writers
are not the teachers for the students. It doesn’t mean those text materials are not
good yet, they are not appropriate for students in specific purposes.
Tom Hutchinson and Water (1987:8) says that learners were seen to have
different needs and interests, which would have an important influence on their
motivation to learn and therefore on the effectiveness of their learning. This lent
support to the development of courses in which ‘relevance’ to the learners’
needs and interest was paramount. English is needed by a particular group of
learners could be identified by analysing the linguistic characteristics of their
specialist area work or study we can conclude that English is also used for the
specific purposes.
By seeing the preliminary data we can conclude that there are many students
were not interesting with the existing materials just because all the topic of the
texts are unrelated with their environment, meaning that the function of ESP
itself can decrease that problem, through ESP the teachers can analyze their
students’ needs and they also can design the appropriate reading materials for
their students, the students will get the relevant materials based on their study
6
program, the texts will be interesting for the students and finally the students
can improve their knowledge by having the suitable reading materials.
From the explanation above, we can sum up: a teacher as a facilitator has a
responsibility to facilitate the students in teaching learning process, a teacher
is not only has to teach in the class or give the lesson for them, but the teacher
should consider the English materials that are suitable for the students if he or
she finds that the existing materials can’t work well to fulfill the students’ needs,
so, the teacher will teach reading skill easily and it can grab the students’ interest
in the teaching learning process as well.
B. The Problems of the Study
By seeing from the background, the problems of study are :
1. “What are English reading materials which are appropriate for students
of Office Administration based on BSNP (Badan Standar Nasional
Pendidikan) ?”
2. “How to design English reading materials, which are suitable for
students of Office Administration based on BSNP (Badan Standar
Nasional Pendidikan) ?”
7
C. The Objectives of the Study
As mentioned in the problems of the study, the objectives of this research
are:
1. To develop English reading materials for students in Office
Administration Study Program based on BSNP (Badan Standar
Nasional Pendidikan).
2. To design English reading materials based on students’ need in Office
Administration Study Program based on BSNP (Badan Standar
Nasional Pendidikan).
D. The Scope of the Study
The scope of this study is the students in the third grade of SMK Panca Budi
2 Medan-Office Administration Study Program. This study focuses on reading
text, especially in procedure text.
E. The Significance of the Study
The result of this study are expected not only to be the merely data
aggregation but something more advantageous theoretically and practically. It
can be described as follows:
Theoretically, the result of this study can be a reference for those who are
interested in developing english reading materials.
Practically, the writer expects this study will be useful for:
8
1. The students; hopefully this study can improve their motivation in
learning english and through this research the students can comprehend
reading materials that are based on their needs.
2. The teachers; this study is aimed to help teachers find advantageous
information based on the contents and findings of this study, which is
related to developing english reading mateials.
3. The other researchers; this study is intended to be one of their resources
to make other developing english reading materials, and give additional
information for the next related study.
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
1. The students of SMK Panca Budi 2 Medan particularly in Office
Administration study program needed the English reading materials which
could support their learning activity and learning environment. Their
learning activity was supposed to increase their knowledge about clerical
duties and their learning environment to prepare themselves for looking a
job later. Those texts provided were developed based on the syllabus used,
based on the basic competence 1.6 that is comprehending technique
documents, the indicator stated that reading texts related to technique
documents (standard operating procedure), and the time for learning is 6
hours and there are 3 texts, they are: Arranging a Business Trip, How to
Document Petty Cash Slips and Arranging a Formal Meeting. Those texts
provided were appropriate based on the standar of BSNP (Badan Standar
Nasional Pendidikan).
2.
The reading materials on general English book did not match to their needs
and they are supposed to develop. The English reading materials were
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) )Revised- developing reading materials (final product).
60
61
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 useful
for their daily life and learning environment. The teacher should use the
appropriate 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 at SMK Panca Budi 2 Medan
particularly in Office Administration study program which had specific
needs.
2.
Institution
The institution should supervise the teachers and ensure them that the reading
materials supported the teaching and learning process. The institution also
should find the books which match to the students’ needs. 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 questions in questionnaire should be considered to
give the students’ chance to deliver their wants in learning english specifically
in reading skill.
62
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