MATERIALS DEVELOPMENT OF READING FOR THE STUDENTS OF BUSINESS ADMINISTRATION STUDY PROGRAM THROUGH TASK-BASED LANGUAGE INSTRUCTION APPROACH.

(1)

MATERIALS DEVELOPMENT OF READING FOR THE STUDENTS

OF BUSINESS ADMINISTRATION STUDY PROGRAM THROUGH

TASK-BASED LANGUAGE INSTRUCTION APPROACH

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfilment of the Requirements for the Degree of

Magister Humaniora

By:

CITRA HASAN

Registration Number: 809112024

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

(2)

(3)

(4)

i ABSTRACT

Citra Hasan. Registration Number: 809112024. Materials Development of Reading for the Students of Business Administration Program Through Task-Based Language Instruction Approach. A Thesis. English Applied Linguistics Study Program, Postgraduate School, State University of Medan 2014

This research elaborates the materials development of reading for the students of business administration study program through Task-Based Language Instruction Approach. The study aims to develop the materials of reading by conducting need analysis in order to meet the needs of business administration students. The method of research was a research and development (R&D) by Borg and Gall which consists of 10 steps of research. In this research, those steps are modified in three main cycles, namely: evaluation and needs assessment, materials development, and materials validation. The method of data collection were questionnaire, interviews, study the documents, and Readability Test on the texts of the materials. The sources of the data were from the English lecturer, the Head of Business Administration study program, the alumni of Business Administration study program, the sponsors, the expert of education and ESP, 4th semester students of Business Administration study program, and the documents which were the existing syllabus and materials. The study found that the existing syllabus and materials of reading have only two meetings while one-semester syllabus and materials should have about 16 meetings. Moreover, the existing materials of reading II are not match with the needs analysis result. Thus, the researcher added 13 more basic competencies of the syllabus and materials of reading related to the learners needs and learning needs. The materials of reading were adapted form authentic sources and were tested by using Readability Test of Gunning Fog Index. All texts have score range 12 – 22. It means that all texts are readable for the business administration students. Afterwards, the new materials of reading were validated by the experts, then were revised and lastly became the final products of the materials development. As the conclusion, the new materials of reading meet the students’ needs and it is suggested that the English materials should be developed by the teacher or lecturer.

(5)

ii ABSTRAK

Citra Hasan. NIM: 809112024. Materials Development of Reading for the Students of Business Administration Program Through Task-Based Language Instruction Approach. Tesis. Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Pascasarjana, Universitas Negeri Medan 2014

Penelitian ini menguraikan pengembangan materi bagi mahasiswa program studi administrasi bisnis melalui Task – Based Language Instruction Approach. Penelitian ini bertujuan untuk mengembangkan materi Membaca dengan melakukan analisis kebutuhan dalam rangka untuk memenuhi kebutuhan mahasiswa administrasi bisnis. Metode penelitian adalah penelitian dan pengembangan (R&D) oleh Borg dan Gall yang terdiri dari 10 langkah penelitian. Dalam penelitian ini, langkah-langkah diubah dalam tiga siklus utama, yaitu: evaluasi dan analisis kebutuhan, pengembangan materi, dan validasi materi. Metode pengumpulan data adalah kuesioner, wawancara, studi dokumen, dan Tes Keterbacaan pada materi. Sumber data berasal dari dosen bahasa Inggris, Ketua program studi Administrasi Bisnis, alumni program studi Administrasi Bisnis, para sponsor, para pakar pendidikan dan ESP, mahasiswa semester 4 program studi Administrasi Bisnis, dan dokumen-dokumen yaitu silabus dan materi sebelumnya. Studi ini menemukan bahwa silabus dan materi Reading sebelumnya hanya memiliki dua pertemuan sementara silabus dan materi satu-semester harus memiliki sekitar 16 pertemuan. Selain itu, materi Reading kedua sebelumnya tidak sesuai dengan hasil analisis kebutuhan. Dengan demikian, peneliti menambahkan 13 kompetensi dasar silabus dan materi Reading yang terkait dengan kebutuhan peserta didik dan kebutuhan belajar. Materi Reading diadaptasi dari sumber otentik dan diuji dengan menggunakan Tes Keterbacaan Gunning Fog Index. Semua naskah memiliki rentang nilai 12-22. Ini berarti bahwa semua teks dapat dibaca untuk mahasiswa administrasi bisnis. Setelah itu, materi Reading yang baru divalidasi oleh ahli, kemudian direvisi dan akhirnya menjadi produk akhir dari pengembangan materi Reading. Sebagai kesimpulan, materi Reading yang baru memenuhi kebutuhan siswa dan disarankan bahwa bahan bahasa Inggris harus dikembangkan oleh guru atau dosen.

(6)

iii ACKNOWLEDGEMENTS

It is a huge pleasure for the writer to acknowledge the following people for their contribution to her education and research. Her sincere gratitude and deep appreciation are addressed to Prof. Dr. Busmin Gurning, M.Pd., and Prof. Amrin Saragih, M.A., Ph.D. as her thesis advisers, for their guidance, encouragement, patience, and supports for improving and finishing this thesis.

It is also her pleasure to acknowledge the superb reviewers Prof. Tina Mariany Arifin, M.A., Ph.D., Dr. Eddy Setia, M.Ed. TESP, and Dr. I Wayan Dirgayasa Tangkas, M.Hum. for their effort and patience in helping, guiding, and advising her in this research.

Next, the writer would like to thank the head and secretary of English Applied Linguistics Study Program Prof. Dr. Busmin Gurning, M.Pd., and Dr. Sri Minda Murni, M.S for encouraging the writer to accomplish her thesis, and also Mr. Farid Ma’ruf Harahap as the administrative staff for his huge help in administrative procedures.

The writer also would like to express thanks to the Director of Postgraduate School State University of Medan Prof. Dr. H. Abdul Muin Sibuea, M.Pd. and his staffs for their kind service during her study, and all of the lecturers of English Applied Linguistics Study Program that the writer is not able to mention one by one, for their help, guidance, knowledge, inspiration, motivation, in teaching all students including the writer.

(7)

iv An appreciation is also dedicated to Dr. Eddy Setia, M.Ed. TESP and Dra. Masitowarni Siregar, M.Ed. as the expert who validated the materials in this research. Their comments and suggestions are very meaningful for the writer.

Further, the writer expresses her gratitude to the director, vice director, head of business administration study program, English lecturer, and beloved students of Polytechnic of LP3I Sisingamangaraja Medan for their time and permission in conducting the research.

Great thanks are also dedicated to her energetic and smart classmates LTBI XVII-B for their warmth, solidarities, supports, and motivations during her study. The writer conveys her huge thanks to her not only mother, but also her best friend and motivator Hj. Nurimas Hutasuhut, her beloved role model and father Drs. H. Chandra Hasan Nasution, her smart and fabulous sisters Novalia Hasan Nasution, S.IP, Fauziah Hasan Nasution, SS., M.Hum, Nuri Yunita Hasan Nasution, her brothers-in-law Sofyan Hermanto, SE, Yudi Pratama, A.Md., and her cute nieces Malika Khaira Abi Sofyan and Hanna Maryam Abi Sofyan for all prayers, hopes, critics, and supports.

Special thanks are also expressed to her not only long lasting best friends, but also her partners-in-crime, and second family “Saint Lochopz” (Mey Ravenska, Ruci Lestari, Artha Theresia br Saragih, Siska Mutakhir Lingga, and the late Jhon Aditya Damanik) for all laughs and tears that had been shared together.

(8)

v The writer also gives gratitude to her special and truly best friend, debate partner, brother, and faithful supporter M. Ridwan Lubis, S.Pd., M.Or. for all his efforts in having faith in her.

Finally, the writer gives thanks to all people who can not be mentioned one by one in this part and hopes that this thesis can offer a contribution to the education, especially EFL (English as a Foreign Language) education.

Medan, March 2014 The writer,

Citra Hasan

(9)

vi TABLE OF CONTENTS

Page

ABSTRACT ... i

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... vi

LIST OF TABLES ... ix

LIST OF FIGURES ... x

LIST OF APPENDICES ... xi

CHAPTER I: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Research Problems of the Study... 7

1.3 The Objectives of the Study ... 8

1.4 The Scope of the Study ... 8

1.5 The Significance of the Study ... 9

CHAPTER II: REVIEW OF LITERATURE ... 10

2.1 ESP (English for Specific Purposes) ... 10

2.1.1 Definition of ESP ... 10

2.1.2 Business English (English for Business Purposes) ... 13

2.1.3 Business Administration Program Students as ESP Learners ... 13

2.2 Need Analysis ... 14

(10)

vii

2.4 The Nature of Reading ... 21

2.4.1 The Readability of the Text ... 21

2.5 Task-Based Language Instruction ... 23

2.5.1 Task-Based Language Design ... 25

2.5.2 Task-Based Learning Materials ... 27

2.5.3 Components of a Task ... 28

CHAPTER III: RESEARCH METHODOLOGY ... 33

3.1 Research Design ... 33

3.2 The Research Procedure ... 31

3.3 Data Sources ... 38

3.4 The Technique of Collecting Data ... 38

3.5 Research Instruments ... 39

3.6 The Technique of Analyzing the Data ... 40

CHAPTER IV: MATERIALS DEVELOPMENT ... 42

4.1 Data Analysis ... 42

4.1.1 Evaluation and Needs Assessment ... 42

4.1.2 Materials Development ... 44

4.1.3 Materials Validation ... 60

4.2 Findings ... 63

(11)

viii CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 70 5.1 Conclusions ... 70 5.2 Suggestions ... 71 REFERENCES ... 72-74 APPENDICES ... 73-188

(12)

ix LIST OF TABLES

Table Page

(13)

x LIST OF FIGURES

Figure Page

1.1 : The Existing Syllabus ... 4

1.2 : The Existing Material ... 4

2.1 : The Classification of ESP by Professional Era ... 12

2.2 : Task Characteristics ... 28

(14)

xi LIST OF APPENDICES

Appendix Page

A : The Organization of Needs Analysis Questionnaire ... 75 B : Needs Analysis Questionnaire Sheet ... 76-78 C : Needs Analysis Questionnaire Result ... 79-82 D : Sample of Needs Analysis Questionnaire Result ... 83-85 E : Interview Sheet ... 86-89 F : Interview Result ... 90-98 G : The Existing Syllabus of Reading ... 99 H : The Existing Materials of Reading ... 100-101 I : The Readability Test Results of Existing Materials of Reading ... 102-103 J : The New Syllabus of Reading ... 104-111 K : The New Materials of Reading ... 112-164 L : The Readability Test Results of New Materials of Reading ... 165-178 M : The Organization of Experts’ Validation Instrument ... 179 N : Experts’ Validation Instrument ... 180-183 O : Experts’ Validation Result ... 184-188

(15)

1 CHAPTER I

INTRODUCTION

1.1 Background of the Study

Vocational education is a higher education that is directed on a specific mastery of applied skills. It prepares the learners for having a career or job based on the specific applied skills. To achieve this purpose, a vocational education institution as polytechnic gives a learning experience and adequate exercise to build a professional capability in science and technology through specific study programs.

The study program in polytechnic like Business Administration study program concerns that English as one of the courses has an important role. As BSNP (Badan Standar Nasional Pendidikan) (2010: 10) states that English course aims to equip learners in improving their abilities to understand English text for academic purposes and specific skill.

Therefore, reading skill is needed to achieve the ability to understand English text. Anderson in Chen (2005: 1) emphasizes, the mastery of reading skill could help learners have success not only in English learning but also in other content class where reading in reading was required. Materials of reading become the substantial in learning English in the class including business administration class.

(16)

2 Due to the fact, students of business administration face some difficulties in mastering English especially reading ability. Even though the lecturer applies a good method, the facilities are well equipped, and the students are mostly active and follow the lesson, reading still becomes a difficult subject to be learned. The writer who observed these students found that existing materials do not properly address the students’ needs in reading.

Based on the English Leveling Test which was conducted by the institution and all English lecturers in order to measure the students’ ability in English language, the average score of the Business Administration students was 61. It means that the students’ comprehension including reading was poorly low. The scores can be seen in table 1.1.

Table 1.1 Students’ Scores on English Leveling Test

No. Initial Name Total Scores

1 AS 62.5

2 FT 58.5

3 GI 52.5

4 LF 59

5 NA 56.5

6 PH 67

7 RR 80

8 SD 53

9 SR 71.5

10 SWL 80.5

11 YS 62

12 FHH 66

13 MIS 61.5

14 NWS 56

15 ZS 53

16 SZ 50

17 ND 81.5

(17)

19 DHP 76

20 AWA 75.5

21 ANF 66

22 IKS 65

23 DNS 63.5

24 APS 63.5

25 DG 63.5

26 M 60.5

27 NWS 53

28 MS 52

29 F 52

30 IS 51.5

31 NS 48.5

32 TRL 35.5

33 DM 31.5

Average Score 61

In addition, the existing syllabus and materials is not match. The materials in existing syllabus are totally different with the materials provided by the school. For instance, in the existing syllabus, it is written that the topic for 1st meeting is Money and Banking. In the other hand, it is written in the existing material that the 1st topic is Customers. So, it is needed to develop the existing materials because there is no balance between the materials and the students’ needs and no match between syllabus and materials given. The comparison can be seen in Figure 1.1 and Figure 1.2.

(18)

4 Figure 1.1: The Existing Syllabus

Figure 1.2: The Existing Material

Thus, teacher needs to find out the solution related to the teaching learning materials. As Hutchinson & Waters (1987: 7) state that English is used for a different purpose which is based on learners’ own fields. So, the design of English learning also depends on the learners’ needs. Different needs provoke different language use. The air traffic control has a specific vocabulary which has to be understood and followed if the system is to work; workers in the tourist industry

(19)

5 need to be confident about the specific vocabulary and the types of language interactions, such as dealing with dissatisfied customer that they may encounter. Teaching and learning of English by mastering content area in subjects such as mathematics, social studies, science, and business which are taught in the target language (English) can help the students to deal successfully with their academic demands and to perform successfully in their disciplines and professional contexts. The result is that the learners need specific English based on their needs. For this reason, the learners who learn specific purpose should be given a special English lesson rather than English in general.

English for Specific Purposes (ESP) arose as a term in 1960’s as it became increasingly aware that general English courses frequently did not meet learner or employers want. ESP is seen as an approach, not a product, which means that it is not teaching special form of a language but it can be identified as typical of a particular context of use. Dudley-Evans and St.John (1998: 1) mention that the main concerns of ESP have always been with needs analysis, text analysis, and preparing learners to communicate effectively in the tasks prescribed by their study or work situation. The key of ESP is to meet the students’ needs. Unlikely General English which study English in general, ESP is applied by analyzing the students’ needs first then designing the material. It is hoped that by doing the analysis, the students are able to communicate English based on their own field.

An enormous growth area in English language teaching has been in the area of ESP because many students perceive a need for the kind of language

(20)

6 which will allow them to operate in the world of English-medium commerce. There is a specific vocabulary and language events (presenting the colleagues, the language of contrasts, etc.) which are unlikely to appear in a general English course but which are vitally important for business students. And so teachers find themselves training classes in such procedures as the art of negotiating, the correct use of phones and e-mail, or the reading of business reports.

Indonesia is not an exception – Teaching English for Specific Purposes (TESP) began to draw more attention due to Indonesia’s fast economic development in recent years. After Indonesia’s entering the World Trade Organization (WTO) since 1995, ESP seems to take lead in facing the demand. Schools, colleges, and universities which produce the future businessperson or else who will deal with business field apply ESP as one of their subjects in facing the international trade. It is hoped that the students will be able to face the world trade by using their mastery in ESP to communicate and compete with other countries.

In accordance with Hutchinson & Waters (1987: 8) that to improve the learners’ motivation and make learning better and faster, the lecturers should prepare materials which are relevant to the students’ needs and interests. For example, the text about Medicine is for Medicine students and of course, the text about international trade can be for students of business. Hence, teaching English should be in a specific way, based on their needs and purposes in business field. The materials should be viewed as the development, attention and extension of the

(21)

7 prior teaching practice. It should be up-to date to capture the students’ thought, willingness, and needs. Therefore, the learning materials should facilitate students to recognize their specific subject area, and vocabulary enrichment should be encouraged to achieve what they need.

In achieving the goal in the class, the materials should be developed based on a specific learning approach in order to have a clear foundation and direction (Sumardi; 2000). TBLI (Task-Based Language Instruction) is an approach which concentrates more on the particular students who have needs of their own. Branden in Priyana (2002) states that the goal of TBLI is mainly focusing primarily on meaning exchange and using language for real-world, non-linguistic purposes. The business administration students also have their own particular needs; the needs that may not be fulfilled by the recent learning materials. Subsequently, the goal of TBLI for this study can be drawn in the syllabus which is also task-based, in which the tasks developed are adapted to create the situation of the real life.

1.2 Research Problems of the Study

The problems of the study are formulated as the following:

(1) How are English reading materials for students of Business Administration Study Program at Polytechnic of LP3I Sisingamangaraja Medan?

(2) What English reading materials should be developed through task-based language instruction approach to meet the needs of Business

(22)

8 Administration Study Program students at Polytechnic of LP3I Sisingamangaraja Medan?

(3) How the reading materials should be validated by the experts' viewpoints?

1.3 The Objectives of the Study

Based on the problem stated above, the objectives of the study are:

(1) to evaluate the existing English reading materials for students of Business Administration Study Program at Polytechnic of LP3I Sisingamangaraja Medan,

(2) to develop English reading materials through task-based language instruction approach which meet to the needs of Business Administration Study Program students at Polytechnic of LP3I Sisingamangaraja Medan, and

(3) to validate the reading materials by experts' viewpoints.

1.4 The Scope of the Study

This study will focus on English for Specific Purpose materials especially Reading materials that will meet the students’ needs at Polytechnic of LP3I Sisingamangaraja Medan. It will be limited for the students of Business Administration study program at Polytechnic of LP3I Sisingamangaraja Medan.

(23)

9 1.5 The Significance of the Study

Findings of the study are expected to be significant and relevant theoretically and practically.

(1) Theoretically

This study is expected to provide relevant English reading materials especially for Business Administration Study Program students in Polytechnic of LP3I Sisingamangaraja Medan.

(2) Practically

The findings are contributed to:

a) the students who learn English at Business College and who want to master English that they need,

b) the teacher/lecturer who wants to provide relevant English writing materials especially for Business College students,

c) he/she who wants to go on to higher education and of course for his/her professionalism, and

d) the writer as her motivation to writer to improve her skill and knowledge in teaching English for Business College students.

(24)

70 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After developing the materials of reading, the conclusions were described as follows.

1. The existing materials of reading were not match with the needs of the business administration students, and the amount of the subject matters was too few to be studied. So that, the researcher made the materials of reading are provided for the students for one semester. In addition, the second subject matter (Company History) is not match with the needs of the business administration students. Thus, it was changed into more suitable topic based on the needs of students. 2. The new English syllabus and reading materials should be designed

through Task-Based Language Instruction Approach in order to meet the students’ needs. The reading materials should fullfil the components of a task, namely goal, input, procedure, teacher and learner role, and settings.

3. The new reading materials should be validated by the experts’ viewpoints by conducting the questionnaire to the experts. The questionnaire has components of product/content, method, language, and layout. The result of the questionnaire has shown that the new reading materials are suitable for business administration students.

(25)

71 5.2 Suggestions

Related to the conclusions, it is suggested that:

1. the English lecturer in business administration study program should provide the Reading materials which are match with the needs of the students of business administration.

2. the English lecturer can use Task-Based Language Instruction as his/her approach in teaching business English for business administration students.

3. the reading materials should be validated to the experts in order to provide a suitable and readable reading materials for business administration students.

(26)

72 REFERENCES

Alderson, J.C & Urquhart, A.H. 1984. Reading in a Foreign Language. Harlow. Longman.

Ardhana, W. 2002. Konsep Penelitian Pengembangan dalam bidang Pendidikan dan Pembelajaran. Malang. Universitas Negeri Malang.

Arikunto, S., 2009. Prosedur Penelitian Suatu Pendekatan Praktik. Edisi Revisi 6. Jakarta. Rineka Cipta.

Ary, et al. 2010. Introduction to Research in Education. (8th ed). Belmont. Wadsworth Cengage Learning.

Basturkmen, H.2006. Ideas and Options in English for Specific Purposes. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Bogdan, R.C., & Biklen, S.K. 1992. Qualitative Research for Education. Massachusetts. Allyn and Bacon.

Borg, W.R., & Gall, M.D.1983. Educational Research.4th ed.New York: Longman Inc.

Brunton, M.2009.An Account of ESP – with Possible Future Directions. English for Specific Purposes World, Issue 3 (24), vol 8, pg 1.

BSNP.2010.Standar Isi Pendidikan Tinggi. Jakarta. Direktorat.

Chen, J. 2005. Explicit Instruction of Reading Strategies at Senior High School in Taiwan. A Thesis. Taiwan. National Kaohsiung Normal University.

(27)

73 Dudley-Evans, T., & St.John, M.J.1998.Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge. Cambridge University Press.

Ellis, R. 2003. Task-Based Language Learning and Teaching. Oxford. Oxford University Press.

Feez, S. & Joyce, H. 1998. Text-Based Syllabus Design. Sydney. Macquire University Press.

Frendo, E. 2005. How to Teach Business English.Harlow. Longman.

Gunning, R. 1952. The Technique of Clear Writing. McGraw-Hill. New York.

Harmer,J. 2001. The Practice of English Language Teaching. 3rd ed. Harlow. Longman.

Hutchinson, T., and Waters, A.1987.English for Specific Purposes: A learning-centered approach.Cambridge. Cambridge University Press.

Hyland, K. 2007. Second Language Writing. Cambridge. Cambridge University Press.

Long, M.H. & Crookes. 1993. Units of Analysis in Syllabus Design: The Case for Task. Adelaide. Multilinguial Matters.

McNeil, J.D. 1992. Reading Comprehension: New Directions for Classroom Practice.3rd ed.Los Angeles. Harper Collins Publishers.

Nababan, M, R. 1999. Teori Menerjemah Bahasa Inggris. Yogyakarta. Pustaka Pelajar Offset.

Nunan, D. 2004. Task-Based Language Teaching. Cambridge. Cambridge University Press

(28)

74 Priyana, J. 2002. Task-Based Language Instruction. Yogyakarta. Universitas

Negeri Yogyakarta.

Richards, J. 2001. Longman Dictionary of Language Teaching and Applied Linguistics. London. Longman.

Richard, J. & Rodgers, T. 2001. Approaches and Methods in Language Teaching. Cambridge. Cambridge University Press.

Robbins, S. 2004. First Insight into Business. Harlow. Pearson Education.

Sumardi. 2000. Buku Pelajaran Bahasa Indonesia SD Sebagai Sarana Pengembangan Kepribadian, Penalaran, Kreativitas, dan Keterampilan Berkomunikasi Anak. Jakarta. Grasindo.

Thornbury, S. 2002. How To Teach Vocabulary. Harlow. Longman.

Tomlinson, B. 1998. Materials Development in Language Teaching. 2nd ed. Cambridge. Cambridge Unversity Press.

Tomlinson, B. & Masuhara, H. 2004. Developing Language Course Material: RELC Portfolio Series 11. Singapore. RELC Publisher.

Ur, P.2009.A Course in Language Teaching. Cambridge. Cambridge University Press.

Wardah. 1978. A Survey on the Readability Level of Indonesian Translation of Some English Novels. Malang. IKIP Malang.

(1)