DEVELOPING ENGLISH READING MATERIAL FOR FASHION DESIGN PROGRAM IN VOCATIONAL SCHOOL.

DEVELOPING ENGLISH READING MATERIAL FOR
FASHION DESIGN PROGRAM IN VOCATIONAL SCHOOL
A THESIS

Submitted to Partial Fulfillment of the Requirements for
The Degree of SarjanaPendidikan

By:

ZHANA SABRINA AMELIA
Registration Number: 2123321090

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
MEDAN STATE UNIVERSITY
2017

DECLARATION

Expect where appropriate acknowledged, this thesis is my own work, has been
expressed in my own words, and has not previously been submitted for publication.

I understand that this paper may be screened electronically or otherwise for
plagiarism.

Medan,

Februari 2016

Zhana Sabrina Amelia
Reg. No. 2123321090

Abstract

Amelia, Zhana Sabrina, 2123321090. Developing English Reading Material
For Fashion Design in Vocational School, A Thesis, English, Department,
Faculty of Languages and Arts, State University of Medan, 2017.
This study concern on how reading text materials are developed for fashion design
vocational school. The objectives of this research were: (1) to design English
reading material for students in Fashion Design Program, (2) to develop English
reading material for students in Fashion Design Program. This study was
conducted by using developmental research (R & D). The subject of the research

was grade twelve in SMK N 10 Medan consisting of 33 students. Instrumentation
for collecting data was document, questionnaire, and interview. After analyzing
the data, the writer got the students’ need learning English based on their program
in school. Based on the students’ need analysis, it was got some reading materials
from the students’ book are not appropriate with the syllabus. Then, there is
reading material that should develop based on their syllabus and their need. After
the materials had been designed, the reading materials were done. The results
show of the 84.1% from the Expert – lecturer and 92.1% from the Expert –
English teacher, for the new reading material and the categorized is “relevant” as
the reading material criteria. The developed teaching materials were related to the
vocation that the students had; it was fashion design program. The development of
materials followed six stages; those were gathering information and data,
analyzing data, designing new reading material, validating expert, revising new
reading material from experts’ suggestion and developing reading material (final
product).

Keywords: Develop, Reading Text Materials, Fashion Design, Vocational School,
Developmental Research

i

ACKNOWLEDGMENT

In the Name of Allah SWT, the most Gracious, the most Merciful All praises
be to Allah, king of the king, the Lord of the world, and the master of the day after,
who has given us blessing and guidance. Because of His graciousness and
mercifulness the writer can write well. The writer realizes and feels very sure that
without His blessing, mercy, and guidance, it would be possible for herself to finish
the Thesis which entitled: Developing English Reading Material For Fashion Design
Program in Vocational School. This Thesis is aimed to fulfill one of the requirements
for the degree of SarjanaPendidikan of the English Department, Faculty of Language
and Arts, State University of Medan (UNIMED)
Sholawat and Salam may Allah send them to our Prophet Muhammad
SAW, (peace be upon him), his families, his companions, and his followers. The best
messenger for people all over the world. This world becomes peace because of his
hard effort in giving the human being advices.
On this opportunity, in completing the Thesis, the writer realized that she
faced some problems and she had received the academic guidance, suggestions, and
comments and got a lot of assistance and moral supports from many people. Here the
writer would like to express her profound gratitude, more than she can express, to:

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Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Praminiati, M.Hum., the Dean Faculty of language and Arts, State
University of Medan.
Prof. Dr. Hj. Sumarsih, M.pd., the Head of English and Department
Dra. Meisuri, M.A., the Secretary of English Department
Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education
Study Program
Prof. Dr. Busmin Gurning. M.Pd., her first Thesis Advisor, who has
painstakingly spent his valuable time to guide and give suggestion to the

writer while preparing this Thesis.
Isli Irian iIndiah Pane, S.Pd., M.Hum, her Academic Advisor and her
second Thesis Advisor who have a tought, guided, advised and also given the
precious time in completing this Thesis.
Dr. Rahmad Husein. M.Ed., and Rafika Dewi Nasution, S.Pd.,M.Hum.,
the Thesis Reviewer and Examiner, who have given their precious time,
guidance, suggestion and comments.
All the Lecturers of English Department who have taught, guided and
advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., the Administration Staff of English
Department.

ii



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Her beloved parents, Alm. Sugiman, SE and Nursawaliah Sari, S.Pd, her
lovely sister Nurmasniar Elvaradina, S.Sos and her lovely brother Ilham
Alfahrezi, and all her big families who always give tons of prayers, love,
motivations, encouraged, reminded the writer to finish this Thesis as soon as
possible.
Her closest friend belong her lovely, Ilham Imaman, SH, who always gives
her tons of supports, happiness, jokes and love. So much thankyou for you,
am. Allah always blesses you.
Her Friends in Extension C 2012, her greatest class for the love and
togetherness troughout four years.
Her lovely best friends, Kepompong, Halimah Tussa’diah, Galuh Suci
Ramadhani, Triska Molanda, and for my CCNP, Miatasani Aidilla
Siregar, Ade Wiranda, Frilya Eriani, Esra Glory Togatorop, Deasy
Marisa Silaen, Siti Halisa, and especially for Meishara Defani Nasution,
who always help me to finish this paper as being my translator and grammar
Nazi of this paper

Her Friend in PPLT SMK Trisakti 4 Pariwisata Lubuk Pakam 2015 for
many experiences and togetherness, especially for My Kamboja, Maria Diva
Simamora, Wijayanti Ibrahim, Rindika Miraza Naustion, Gesti
Riwanda, Rifki Tanjung, and Osalia Putri Utami, thankyou all for the
supports, the togetherness, the silly love and the pray in completing this thesis
For all the writer’s friends, Arief Hidayat, Meisura Dwini Girsang, Windi
Love Pita Sari, Swidanty Annisa, Elnoviamy, Sri Lestari, Anggita
Kasanra Lubis, Nayara Hafiza, Geby Cindy Sitanggang, Rika Wahyuni,
Nurul Huda, Dara Yulyanti, Andika Pratama, Supra Cipto, Steven
Karta, and many more who cannot write them all, thank you for glorious and
memorable time to always make the writer happy.

Last, but far from least, her very sincere thanks to who are not mentioned
personally here, without their patience, guidance, support and cooperation this Thesis
could have never been written. Finally, the writer surrenders everything to Allah
SWT and the writer hope it will be a useful thing for the writer herself and for all to
improve educational quality.

Medan, January 2016
The Writer,

Zhana Sabrina Amelia
Reg. No. 2123321090

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TABLE OF CONTENT
Page
ABSTRACT .......................................................................................................i
ACKNOWLEDGEMENT ................................................................................ii
TABLE OF CONTENT ....................................................................................iv
LIST OF TABLES ............................................................................................vi
LIST OF FIGURE ...........................................................................................vii
LIST OF APPENDICES ..................................................................................viii
CHAPTER I INTRODUCTION......................................................................1
A. The Background of Study ............................................................1
B. The Problem of Study..................................................................5
C. The Objective of Study................................................................6
D. The Scope of Study .....................................................................6
E. The Significance of Study ...........................................................6

CHAPTER II REVIEW OF LITERATURE .................................................8
A. Theoretical Framework ................................................................8
1. Teaching Materials ..................................................................8
2. Curriculum ...............................................................................10
3. Syllabus ...................................................................................12
4. Material Evaluation .................................................................14
5. Material Design .......................................................................16
6. Material Development .............................................................17
7. Reading ....................................................................................20
1. ReportText..........................................................................22
8. English of Specific Purpose (ESP) .........................................23
1. Need Analysis ...................................................................25
9. Fashion Design ........................................................................27
B.

Related Studies ...........................................................................27

C. Conceptual Framework ................................................................29
CHAPTER III RESEARCH METHODOLOGY ..........................................31

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A.

Research Design ..........................................................................31

B. Instrument of Collecting Data .........................................................32
C.

Technique of Data Analysis .........................................................33

D. Material Development ....................................................................34
CHAPTER IV MATERIAL DEVELOPMENT ............................................ 37
A. Gathering Information and Data .................................................... 37
B. Analyzing Data .............................................................................. 38
1.Existing Material ........................................................................ 39
2. Objective Learning English ....................................................... 40
3. Target Need .............................................................................. 43
4. Learning Need .......................................................................... 48
C. Designing New Reading Material ................................................. 50

D. Validating by Experts .................................................................... 51
E. Revise the New Reading Material from the Experts’ Suggestion .. 53
F Developing Reading Materials(Final Product) . ............................. 54

CHAPTER V CONCLUSION AND SUGGESTION .................................... 56
A. Conclusion .................................................................................... 55
B. Suggestion .................................................................................... 57

REFERENCES .................................................................................................. 58
APPENDICES .................................................................................................. 61

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LIST OF TABLES
Table 3.1.The Categories of Expert Validator
Table 3.2. Data Conversion Table
Table 4.1.The Students’ Background Related to Learning Experience
Table 4.2. Students’ Purpose in learning English
Table 4.3.The Place the Students Will Use English
Table 4.4.The Situation the Students using English
Table 4.5.The Motivation the Students Learn English
Table 4.6. Students’ Difficulty in Learning English
Table 4.7. The Problem of the Students in Reading
Table 4.8. The Students Want to Achieve
Table 4.9. Willingness to Read After Graduated From School
Table 4.10. The Students like Reading’s Type
Table 4.11. The Students’ Role in Learn English
Table 4.12. Fashion Design Subject Teacher’s Validation Score
Table 4.13. English Lecturer’s Validation Score

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LIST OF FIGURE

Figure 3.1 Diagram of Material Development

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LIST OF APPENDICES
APPENDIX A : Need Analysis Questionnaires
APPENDIX B : The Result of Need Analysis Questionnaires
APPENDIX C : Need Analysis Interview
APPENDIX D : Script Interviewing Teacher
APPENDIX E : Script Interviewing Students
APPENDIX F : Syllabus
APPENDIX G : Existing Material
APPENDIX H : Instruments of Validator
APPENDIX I : List of Revision Final Product
APPENDIX J : Final Product (Material – Report Text)

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CHAPTER I
INTRODUCTION
A. The Background of the study
Nowadays, many people say 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. Therefore, English is one of the subject that is taught and
learned in every level of education.
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.
Among the four language skills, reading is one of the skills that should be
learned well by the students because by having reading skill they will be easy to
get information, knowledge, and science. Grabe and Soller (2002) state that
through reading, student can get many various’ information, such as: social,
politics, environment, and life style in local or international. Reading can be
thought of as a way to draw information from a text and to from an interpretation
of that information. Yet, the fact shows that in learning English specifically in
reading texts, students were hard to understand a text or even they were lazy to
comprehend it through reading activity. They though that reading activity is a
tedious activity; furthermore they though the topic was not interesting or it

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related with their needs and sometimes the text had a high level in terms of
language or grammar.
Actually, there were some various problems which are always happened in
teaching learning process: 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.
Therefore, teaching material has an important role in teaching learning
process. The availability of teaching material should be in accordance with
curriculum. Actually there are two kinds of curriculum that are used in Indonesia
right now, they are: K13 (Kurikulum 2013) & KTSP (Kurikulum Tingkat Satuan
Pendidikan). Romine (in Hamalik, 2012) states that curriculum is interpreted to
mean all of the organized courses, activities, and experiences, which students have
under direction of the school, whether in the classroom or. Curriculum has a big
role on the growth and development of education. Government determines the
curriculum for each region in Indonesia and it applies in a strategy plan that is
called as Syllabus.
Syllabus is a document which contains guideline about standard of
competences, basic competence, teaching materials, activities in teaching-learning
process, indicators of reaching the goal of teaching-learning process, evaluation,
time allocation, and source of teaching materials in teaching-learning process.
Syllabus is the integration of curriculum as the guidance of education (Brown:

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2003). The other things that should be had by the teacher is lesson plan. It is the
planning or concept that is going to be implemented in the classroom. After
having a lesson plan, a teacher has to have a textbook as a tool which support the
quality of learning. One of the teaching material that is usually used by the teacher
is a text book. A textbook means a created material design for teaching learning
process and it can be defined as a book preparation for students in teaching
learning process. Alshumaimeri (2015) states that textbooks are effective
resources that help English teachers to activate daily life communication in their
classes, English syllabus designers should take them into their consideration the
necessity of integrating authentic materials within the text-based materials while
designing an English textbook.
Based on the researcher observation at SMKN 10 Medan in Fashion Design
Program (this program gives the students skill, knowledge and attitude in order to
get a standard level as a worker which will be capable to develop their carrier, be
a professional, competent and energetic in Fashion Design Industry). A
preliminary observation was done to know the level of students’ comprehension
of in reading texts. The observation was done through interview toward English
teacher in SMKN 10 Medan. From the interview, the teacher said that the students
of Fashion Design program were needed the specific reading text based on their
needs, because they were using general textbook (English book for all genre of
school such as SMA, SMK, MA, and MAK) and the reading materials on
students’ bookswere not supporting them to improve their comprehension about
English reading text especially about Fashion Design. The researcher was found
some texts which are not suitable and it is proven by the data taken by from the

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Students’ English book that published by Education and Culture Ministry, in
which one of the reading materials, genre of report text, was not related to Fashion
Design Program. The data as follow:
Reptile
What is a reptile?
The word reptile means that which crawls. A reptile is an animal that
crawls, though some prefer to swim. Reptiles usually have scales on their
bodies, like fish, but they breathe through lungs as people do. Reptiles are
cold-blooded. This means that the temperature of their blood changes when
the air temperature change. Snakes, turtles, and lizard all reptiles.(Taken from
Charlie Brown’s Cyclopedia. Volume 2.1990.Animal through the Ages: From
Alligators to Zebra).
The data shows that the reading materials were inappropriate to the fashion
design program. The students were very boring if they read which they have
known before. The result was they are not enthusiastic and interesting to learn the
reading materials, simply because they though it will not affect their Department
and future job. The teacher admitted that students need more reading materials.
Therefore, the teachers have tried to find other sources of reading material from
internet, but the reading materials that they found in the internet sometimes could
not meet with the students’ needs and they were not designed based on the
syllabus.
By seeing the preliminary data we can conclude that there are many of
students were not interesting with the existing materials just because all the topic
of the texts are unrelated with their program, 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
program, the texts will be interesting to be read by the students and finally the

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students can improve their knowledge by having the suitable reading materials.
The teaching material for vocational school should be good and suitable in their
skill, so it will be created a professional generation. Based on Hutchinson’s and
Water’s theories, English for Specific Purposes (ESP) is a way of teaching and
learning English for specialized subjects with some specific vocational or
educational purpose in mind.
In this case the teacher needs to know the students’ needs, meaning that
teacher should adjust between the reading materials and learners’ majors. By
knowing those things the teacher can develop some reading materials for the
students. Developing the reading material is closely related to English for Specific
Purposes, by understanding it the teacher can see the need analysis and course
design as well. Before the teacher starting to make the new materials, he or she
should analyze the learners’ needs and consider the appropriate materials that are
going to be learned and after doing those things, the teacher can develop the
effective materials which are based on student’ needs. When the teacher can to do
this, the teaching-learning process in the classroom will be interested and it is
going to be easy for the teachers and students to reach the learning goals.
B. The Problems of the Study
By seeing from the background, the problems of study are:
1.

“What is English reading material which is appropriate for students in
Fashion Design Program?”

2. “How is English reading material, which is suitable for students of Fashion
Design Program are designed?”

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C. The Objectives of the Study
As mentioned in the problem of the study, the objectives of this research are:
1. to design English reading material for students in Fashion Design Program
2. to develop English reading material for students in Fashion Design
Program.
D. The Scope of the Study
The scope of this study is the students in the third grade of SMKN 10
Medan-Fashion Design Program, in first semester. This study focuses on reading
text, especially in report 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:
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 need.

7

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 material.

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.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, the conclusion are drawn in the following,
1. The students of Fashion Design Program in SMK N 10 Medan were
needed the English reading materials which could support their
learning activity and learning environment. Their learning activity was
supposed to increase their knowledge about Fashion and their learning
environment was to prepare themselves for their future job. The
English reading materials did not only help them to learn English but
also complete the mission of the school.
2. The reading materials on general English book did not match to their
needs and it should be developed. The English reading materials
should be developed through five 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 (Fashion Design subject teacher and English lecturer), 5)
Revising – developing material (Final product)

B. Suggestions
In relation to the conclusion, suggestions were presented as the
following:

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1. Teacher
It was suggested that the English teacher should not just give the
general English reading material. The teachers should consider the
students’ needs to choose the learning materials. The learning process can
be success if the reading materials were useful for their daily life and
learning environment. The teacher should use authentic teaching materials
based on the specific vocation which had by the students. The teachers
should develop the reading materials if they found the materials were too
general for the students. Students for Fashion design program by giving
the material related to fashion design.

2. Institution
The institution should supervise the teachers and ensure them that
the reading materials supported the school’s mission. The institution also
should find the books which match to the students’ need. The number of
references of English reading materials had to be increased to ease the
students learning English.

3. Other researcher
Other researchers should find many references to support in
developing reading materials. The open questions of questionnaire should
be considered to give the students’ chance to deliver their wants in new
reading material.

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