DESIGNING ESP TEACHING MATERIALS FOR STUDENTS OF ACCOUNTING DEPARTMENT OF AL-AZHAR UNIVERSITY MEDAN.

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DESIGNING ESP TEACHING MATERIALS

FOR STUDENTS OF ACCOUNTING DEPARTMENT OF

AL-AZHAR UNIVERSITY MEDAN

A Thesis

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

Magister Humaniora

By :

SAFRIZAL

Registration Number: 082188310059

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN 2013

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ABSTRAK

Safrizal. Nomor registrasi 0821883159. Rancangan materi pengajaran bahasa Inggris secara khusus untuk para mahasiswa jurusan Akuntansi di Universitas Al-Azhar Medan.

Tujuan dari penelitian kwalitative ini adalah mengidentifikasi kemampuan-kemampuan bahasa Inggris untuk para masiswa jurusan Akuntansi, Fakultas ekonomi , Universitas Al-Azhar Medan. Peneliti mengobservasi adanya materi bahasa inggris yang digunakan oleh dosen. Berdasarkan evaluasi, ternyata sebagian materi tidak berkaitan dengan bidang ilmu akuntansi. Dalam upaya mengakomodasi karir masa depan para mahasiswa, analisa kebutuhan diadakan sehingga menemukan analisa situasi sekarang dan analisa situasi target. Pertanyaan dan interview digunakan sebagai alat untuk mengumpulkan data.

Dari jawaban yang diberikan oleh para mahasiswa, dosen, alumni dan stake holder dianalisa menggunakan persentase. Peneliti menemukan ternyata para mahasiswa lebih suka percakapan ( 81,2 %) dan membaca ( 60,4 %) dan kedua keahlian bahasa ini bersangkut paut dengan kelemahan para mahasiswa. Mereka berkeinginan praktek ( 72,5 % ) daripada teori dan 25% suka teori dan praktek secara seimbang. Mereka berkeinginan berkomunikasi (77,5%) dalam bahasa Inggris dan materi pengajaran berhubungan dengan isu-isu otentik sebagai bidang yang banyak mereka pelajari. Silabus percakapan seharusnya diciptakan untuk melihat bahasa yang digunakan. Berdasarkan hasil studi, kesimpulan, implikasi, dan saran-saran diarahkan untuk memikat proses belajar-mengajar dan dosen seharusnya berhati-hati dari pentingnya merevisi dan memperbaharui materi yang berhubungan dengan isu-isu yang berkembang pada saat sekarang.

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i ABSTRACT

Safrizal, Registration Number 082188310059. Designing ESP Teaching Materials for Students of Accounting Department of Al-Azhar University Medan.

The objectives of this qualitative research were identifying the language skills and developing English materials for students of Accounting dept, Faculty of Economy, University of Al-Azhar Medan. The researcher observed the available English materials that were used by the lecturer. Based on the evaluation, it seems that some of the materials were not related to the field of the study, i.e. Accounting. In order to accommodate the student’s future career, a need analysis was carried out so as to discover the present situation analysis (PSA) and target situation analysis (TSA). A questionnaire and interview questions were used as the instruments of the data collection. The responses given by the students and lecturer were analyzed, using percentages. The research findings reveals that the students preferred to have speaking (81.2%) and reading (60.4%) and these two skills were related to the students’ lack. They would like to have practice (72.5%) more than the theory and 25% would like theory and practice if the same balance. They would like to communicate (77.5%) in English and the teaching materials should be related to the authentic issues as their major field. A communicative syllabus should be created i.e. to see the language in use. Based on the results of the study, conclusions, implications, and suggestions are directed to the enhancement of teaching-learning process and the lecturer should be aware of the importance of revising and updating the materials in connection with the hot issues of the present time.

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ACKNOWLEDGEMENTS

In the name of Allah, the beneficient and merciful. Praise to Allah, the cherisher and sustainer of the world, that has given his blessing, sturdiness and patience, so that the researcher can finish his thesis as partial fulfillment of the requirement and purpose graduation degree of magister Humaniora. In writing this thesis, he has encountered a lot of difficulties some the beginning to the last, many people have directly help in finishing this thesis. He would like to acknowledge his deep gratitude for all of them for their generous, guidance, and assistance.

He would like to acknowledge with gratitude the time and effort and willingness to share the valuable time especially for comments, advice, corrections, and suggestions.

He would like to thank to the Head of LTBI Program, Prof. Dr. Busmin Gurning, M.Pd and as his first advisor, and the Secretary of LTBI Program, Dr. Minda Murni, M.Sc. Both of them who have assisted me in processing all administrative requirements during the process of my studying this program.

A very special appreciation is offered to Prof. Hj. Tina Mariany Arifin M.A, Ph.D., for her marvelous idea, support and attention especially sharing her valuable time for the completing of thesis. She is a special lecturer with a very good knowledge of how to handle the student problems.

Special thanks to Prof.Dr.Sumarsih,M.Pd., Dr.Anni Holila Pulungan, M.Hum., and Dr.Sri Minda Murni,M.S. as reviewers and examiners for the valuable inputs to be included in this thesis.

He would like also express a very deepest thanks to his beloved father, Alm. Usmil, and her mother, Sufni, for their endless love, and also to his wife, Rama Diana, S.S., who had given suggestion and acknowledgement. He remains also grateful, endless love, spirit, support, and pray to his only beloved daughter, Safrina.

May God Bless us!

Medan, August , 2013 The Writer,

Safrizal

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TABLE OF CONTENTS

Page

ABSTRACT ……….. i

ACKNOWLEDGEMENT ………. iii

TABLE OF CONTENTS ……….. iv

LIST OF TABLES AND FIGURES ……… vii

LIST OF APPENDICES …. ………. viii

LIST OF ABBREVIATION ………. ix

CHAPTER I : INTRODUCTION ……… 1

1.1 The Background of the Study ………... 1

1.2 The Problems of the Study ……… 6

1.3 The Objectives of the Study ……….. 6

1.4 The Scope of the Study ……….. 7

1.5 The Significance of the Study ……… 8

CHAPTER II : REVIEW OF LITERATURE ……… 9

2.1 Teaching Materials ………. 9

2.2 Course Design in Teaching English for Specific Purposes (TESP) ………. 25

2.3 Teaching Theories ……… 28

2.4 Needs and Needs Analysis in Teaching English for Specific Purposes (TESP) ……… 32

2.4.1 Needs in Teaching English for Specific Purposes (TESP) ………. 32

2.4.2 Needs Analysis in Teaching English for Specific Purposes (TESP) ……… 37

2.4.3 Models of Needs Analysis ……… 41

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2.5 Teachers' Roles in TESP ………... 47

2.6 English for Accounting ……….... 48

2.6.1 Objectives ……… 48

2.6.2 Characteristics ……….. 50

CHAPTER III: METHOD OF RESEARCH ……….. 55

3.1 Research Design ………. 55

3.2 Research Location ……….. 58

3.3 Data and Data Source ………. 60

3.4 Procedures of Data Collection ……… 60

3.5 Analysis of Learners' Questionnaire ………... 61

3.6 Analysis of Teachers' Questionnaire ……… 63

3.7 Procedures of Material Development ………... 64

CHAPTER IV : ANALYSIS AND FINDINGS ……….. 66

4.1 Analysis ……….. 66

4.1.1 The Results of the Research Dealing with the Existing Materials of Accounting Departments learners ……… 66

4.1.2 Materials and Methodology at Accounting Department ……… 68

4.2. The learners' needs ……… 69

4.2.1 Data Analysis ……….. 69

A. The Purpose ………. 71

B. The Setting ……….. 72

C. The Interaction ……… 73

D. The event ……… 73

E. Learning ……….. 75

4.2.2 Target Needs ……… 76

4.2.3 Learning Needs ……… 76

4.2.4 The Lecturers’, the Alumni’s, and the Stakeholders’ Needs……… 77

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4.3 The teaching materials designed for students

of Accounting Department ………. 81

4.4 Discussion ……….. 94

CHAPTER V : CONCLUSIONS AND SUGGESTIONS ………….. 97

5.1 Conclusions ……… 97

5.2 Suggestions ………... 98

REFERENCES . ……… 103

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LIST OF TABLES

Page

Table 4.1 The ability in English ……… 73

Table 4.2 The Purpose of the students in studying English ……….. 74

Table 4.3 Interaction ………. 76

Table 4.4 The Events ………. 77

Table 4.5 Learning Wants of The Students ……… 78

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LIST OF APPENDICES

Page

Appendix I. Course Syllabus ……….……… 106

Appendix II. Sample of Teaching Material ……… 110

Appendix III. Kuesioner for Students ………..……… 138

Appendix IV. Interviewing Alumni ……….. 142

Appendix V. Interviewing Lecturer 145

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1 CHAPTER I INTRODUCTION

1.1 The Background of the Study

In the context of Teaching English as a Foreign Language (TEFL) in Indonesia, teachers‟ quality has been a central concern to be developed since it is

believed that teachers‟ quality plays very important and crucial roles in the

attainment of the targeted objectives both instructional and managerial. Having qualified teachers indicated by their sufficient knowledge on both descriptive and procedural knowledge as teachers, education outcomes such as students‟ achievement and motivation which at least be well guaranteed. Teachers should improve both their performance (related to the English skills) and competence (related to the linguistic knowledge) in order to be professional in the teaching profession and to be more contributive to the learning materials of the national aspiration in the field of education and be in line with their roles as teachers.

In Indonesia it is widely recognized that fluent English proficiency in spoken as well as written is very important in order to succeed in the workforce and the reason most frequently put forward for this is that it is a global or international language. The global status of English is partly due to the number of people who speak it. Crystal (2003a), and Crystal (2003b) estimated that in the year 2000 there were approximately 1.500 million speakers of English worldwide, consisting of around 329 million speakers as first language (FL) speakers (mostly in the inner circle countries), 430 million speakers as second language (SL) (in the

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outer circle countries) and about 750 million speakers of English as a foreign language in the countries of the expanding circle. This means in effect that

approximately one in four of the world‟s population are capable of

communicating in a “useful level” of English. That is potentially a lot of people

in Indonesia who understand English to communicate with others. The current status of English as an international or global language is underpinned by its wide use in a range of fields such as politics, diplomacy, international trade and industry, commerce, science and technology, information and communication, education, media, technology (Kariman, 2011), and popular culture (Crystal, 2003a, Huda, 2000: 68). Crystal (2003a and 2003b), for example, suggests that English is important in particular because of the extent of the role it plays in the areas of : (1) economics and business' (2) international relations, (3) media – the world of current information and popular culture, (4) education, (5) communication, and(6) international travel and safety.

Industrialization and modernization shows the relative achievement of the objectives of studying English which is tied to its position as the language of science and technology. Today English is the source of technological progress as it enables rapid exchange of information, communication and research of common global problems. The development of English skills aims to be an active expansion of students‟ proficiency in it. The global spread of English as a lingua franca is one of the most significant developments of this century and has marked the 21st century as much as conference interpreting did the 20th century. It was the century that saw the hayday of (simultaneous) conference interpreting (Pöchhacker, 2000/2007).

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At this time English has become the most widely used language in conferences. The reasons for and far-reaching implications of the spread of the English language are the unprecedented “genuine global presence” (Graddol,1997).

In the future it can be expected that to a greater extent. In time with the universal use of a single language in international conferences will make resorting to interpreters less necessary. English is the vehicle for international communication and it forms the basis for constructing cultural identities, many local varieties can be developed. This trend may lead to the fragmentation of the language and threaten the role of English as a lingua franca. However, despite these, there have always been major differences between varieties of English.

The process of globalization has brought many challenges in the teaching and learning process (Kariman & Nasution, 2007). In relation to this, the global spread of English, i.e. the concept of „world Englishes‟ has become increasingly popular, since linguistic diversity is inevitable and varied in the aspect of phonology and morphosyntax has already been seen within inner-circle Englishes and among outer-circle varieties. English has often been used in geographically and historically remote settings from the inner circle for purposes ranging from conducting professional discourse to carrying out everyday conversation, which require no participation by its native speakers. Seen from these perspectives, English, in its role as a global language, should be developed in various contexts across the world, regardless of the change and innovations that take place.

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The teaching of English at almost all levels of formal education, especially at the university have been directed to design curricula that match with the needs and wants of the students studying the different fields. Designated as English for Specific Purposes (ESP), the curriculum design is based on a set of target competences. At present, ESP has been given more attention in the implementation of the instructional process and by the Indonesian lecturers to apply it as a real ESP course. In some institutions there are no clear cut between ESP and EGP (English for General Purposes which is usually taught in schools and courses). This can be viewed by the teaching of EGP but specifically ESP focuses on a more specific English. Principally, a real ESP course is meant that the curriculum should be built on the basis of a comprehensive needs analysis of the target students and the stakeholders, the latter including those who would possibly employ the graduates of the university.

English classes at a higher level of schools always make use of the texts of speciﬁc professional areas (accounting, management, architecture, tourism, business, civil engineering, electronics, environment, management, etc.). Such texts should be focused on the communicative needs of the students of a certain higher school. In contrast with learning and teaching of EGP, the learning and Teaching of ESP (TESP) includes much more than the teaching of English

through speciﬁc materials and contents. Teaching ESP combines the development

of linguistic skills together with the acquisition of speciﬁc information.

TESP is determined by diﬀerent professional, occupational, social, and other needs of the learner. ESP includes specialized programs which are

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designed to develop the communicative use of English in a specialized ﬁelds of science, work or technology. To be able to speak on a professional subject, it is not enough to know only the general vocabulary. Therefore, GE teaching covers the teaching of the fundamentals of grammar, of expression as well as of phonetics and provides a basis for possible later English studies. In any case, the language teacher both at a secondary as well as tertiary levels is in charge of the correct use of the language by its students.

At present, the students have access to the internet and the knowledge of English opens the doors to getting global information and the exchange of the information on the items they are interested in (Kariman, 2012). Therefore, learning and teaching ESP is said to be specialty-oriented as it is submitted to

speciﬁc (professional) needs of the students. Speciﬁc skills come from the

selected texts which present special vocabulary and show the richness of the language in that ﬁeld.

This research is concerned with the teaching of English at the Faculty of Economics, University of Al-Azhar Medan, specifically for the students of The Accounting Department. The current situation of English teaching and learning processes at the University of Al-Azhar Medan, especially at the Faculty level can be said as mismatch curricula design (see Appendix 1). Based on the preliminary research done by the researcher this faculty consists of two departments, i.e. Management and Accounting but their teaching materials are the same. So, the way on how ESP should be designed to meet the specific needs including wants and necessities of the students in a specific field is very

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interesting and challenging. Accounting and Management are two different Economics fields, therefore their needs of English in these two departments are different. In this research, the researcher only focuses on the designing of English teaching materials for students of the The Accounting Department.

1.2 The Problems of the Study

In order to match the ESP teaching materials of the The Accounting Department, with the students' needs, the following research questions are raised:

1. How is the existing materials are required for students of Accounting at University of Al Azhar Medan?

2. What are the students' of Accounting of University of Al Azhar Medan needs?

3. How should the teaching materials be developed for students of the The Accounting Department of University of Al Azhar Medan?

1.3 The Objectives of the Study

Based on the formation of the problems of the research, the objectives of the study as the following.

1. to describe the conditions of the existing materials for the The Accounting Department students of University of Al Azhar Medan.

2. to analyze the students of Accounting Department of University of Al Azhar Medan needs.

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3. to develop the ESP teaching materials for the students of the The Accounting Department of University of Al Azhar Medan.

1.4 The Scope of the Study

The thesis will be limited in the designing of the ESP teaching materials at the Accounting Department. The design covers the analysis of the specific needs of a particular learner group (in this case the students of the Accounting Department) serves as the prelude to an ESP teaching materials design, because it

determines the „what‟ and „how‟ of an ESP teaching materials and also to reach

the conclusion that ESP teaching materials designers should explore in the first place and identify the students‟ potential needs. The current concept of needs analysis in ESP, includes the consideration of the aspects of : (1) professional information about the students, the tasks and activities students are or will be using English for (target situation analysis and objective needs); (2) personal information about the students regarding the factors which may affect the way they learn such as previous learning experiences, cultural information, reasons for attending the course and expectations, attitude to English (wants, means, subjective needs); (3) English language information about the students: what their current skills and language use are- present situation analysis- which allows the assessment ; and (4) the students‟ lacks.

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1.5 The Significance of the Study

Needs analysis is a complex process which has to be taken into account,

i.e. “target needs” (what students need to do in the Target Situation Analysis

(TSA)– i.e. language use, and learning needs, what students need to do in order to learn – i.e. language learning). “Target needs” and “learning needs” – i.e. objective needs and students‟ subjective needs are the students' affective needs, such as their interests, wishes, expectations and preferences. Furthermore, needs analysis in designing ESP teaching materials should not only be considered as a pre-stage for the design of language courses; in fact, it is an “on-going process” and, as evaluation, it can be used to design, improve and implement language programs.

Practically, by having such design for teaching materials for students of the The Accounting Department, the lecturers can be easily follow the steps of teaching that are matched with the students' needs. They also have clear path in distinguishing the different needs of the students. For the students, they will have a clear destination of the learning materials effectively because all teaching materials will be matched with their needs in the market place. For other researchers, the results of the research will enrich the storage area for valuable objects in the field of TESP. Finally, the target learning achievement of English for tertiary level students can be gained successfully.

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97 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

1. Concerning with the results of the research dealing with the existing materials of Accounting department students, it can be concluded that the lecturer taught English in a conventional way. It means that the English subject in this department is taught as English for general purposes (EGP) not English for specific purposes (ESP). It can easily prove by identifying the teaching materials given to the students and the method of teaching. The materials are about basic English grammar such tenses, construction sentences, etc., and the method of teaching tends to lecturer-centered. The class is dominated by the lecturer.

2. Related to the analysis of the students’ needs, the question about the profile of

the students, the place of study, and the time allocation, have been answered base on the responds of the questionnaire. The majority of the students are adults (23-26 years old), have additional English course and they choose public English course for the place of their study and they also learn their English intensively. They take the English course because it is compulsory and they need it for both their future jobs and study. Most of the students want to learn English through a combination of lecture and group-work. They claim that they are good in reading skill and the wish to deepen their reading for the

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purpose of both current and future uses, i.e. they need ‘to be able to read a wide range of reading materials effectively and accurately, in particular those that are relevant to their subject areas and they need to become proficient readers by enriching terms (technical, sub-technical, and even general terms) related to the field.

3. Teaching materials is designed by some criteria and base on the students wants and supported by some theories in ESP. To design/develop an accurate teaching materials, each component in the systems has to be considered. In other words, suitable teaching/learning materials should be able to fulfill each of the other components in the system approach. The teaching/learning materials already developed for specific target students have to be implemented in the real learning/teaching situation. The implementation of the learning/teaching materials in the real situation in this step is meant to try out the teaching/learning materials whether they are suitable for the target students. If not, then the learning/teaching materials have to be revised based on the data obtained from the try out to the target students.

5.2 Suggestions

The research has been done with data analysis and discussions from questionnaires for students of accounting department. It has achieved the aims initially set forth. However, the results would be more convincing if it was carried out with some experimental teaching.

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One important related problem is that there should be one continuous research on the evaluation of the implementation of authentic tasks designed in the materials development of Accounting English. So that the conclusion of the findings will probably reach higher reliability. The researcher has made great efforts in completing this research with tremendous interests, enthusiasm and responsibility. However, mistakes and limitations are inevitable. All constructive ideas and comments for the improvement of the research are always welcomed.

Hopefully, this research will be a little bit useful for those who concern English language teaching and learning in general, and ESP teachers and learners in particular; also for those who design or adapt ELT materials.

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