DEVELOPING ESP WRITING MATERIALS BASED ON STUDENTS CENTERED LEARNING FOR THE STUDENTS OF NUTRITION POLYTECHNIC KEMENKES MEDAN AT LUBUK PAKAM.

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DEVELOPING ESP WRITING MATERIALS BASED

ON STUDENTS CENTERED LEARNING FOR THE

STUDENTS OF NUTRITION POLYTECHNIC

KEMENKES MEDAN AT LUBUK PAKAM

A THESIS

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

Magister Humaniora

TRISNA VALENTINA SEMBIRING Register Number : 8126112039

ENGLISH APPLIED LINGUISTIC STUDY PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN 2015

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ABSTRACT

Sembiring, Trisna Valentina. Registration Number: 8126112039. Developing Esp Writing Materials Based on Students Centered Learning For The Students of Nutrition Polytechnic Kemenkes Medan at Lubuk Pakam. A Thesis English Applied Linguistics Study Program, Postgraduate School, State University of Medan 2015.

This study deals with the design of English writing materials for the students of nutrition polythenic through students centered learning approach. The objective of this study is to develop English writing materials which are relevant to the needs of nutrition students in Nutrition Polytechnic Kemenkes Medan at Lubuk Pakam. This study was conducted by applying the three phasess of educational research and development (R&D). They are evaluating the existing English writing materials and assessing the students, needs, developing English writing materials, and validating the new English writing materials to the experts. The data of this research are from students’ questionnaire, documents and interviews of students, lecturer and stakeholders. The result of this study shows that the existing English writing materials are not relevant to the nutrtion students’ needs. Therefore, new English writing materials through students centered learning approach to meet the nutrition polytechnic students’ needs. The new materials developed are from Source : http://sportsmedicine.about.com/od/sportsnutrition/a/Carbohydrates.htm, ‘carbohydrates’, http://www.naturodoc.com/library/nutrition/fatcontent.htm ‘determining fat content’: http://www.babycentre.co.uk/a3561/diet-for-a-healthy-pregnancy, ‘healthy diets for pregnants mother, http:/ www.edugains.ca/resourcesLIT/LearningMaterials/, ‘recipe componen’. in order to get the authentic materials. The new English writing materials were validated by two experts. They agreed that the new materials are relevant to the needs of nutrition students. In conclusion, the new writing English materials developed are relevan to the needs of nutrition students. Therefore, it is suggested to the English lecturere to develop writing materials which are relevant to the students needs.

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ABSTRAK

Sembiring, Trisna Valentina. Registration Number: 8126112039. Developing Esp Writing Materials Based On Students Centered Learning For The Students Of Nutrition Polytechnic Kemenkes Medan At Lubuk Pakam. Tesis. Program Studi Linguistik Terapan Bahasa Inggris, Pascasarjana, Universitas Negeri Medan 2015.

Penelitian ini berkaitan dengan pengembangan materi menulis bahasa Inggris untuk mahasiswa polyteknik gizi dengan pendekatan pembelajaran berorientasi pada mahasiswa gizi. Tujuan dari penelitian ini adalah mengembangkan materi menulis bahasa Inggris yang relevan dengan kebutuhan mahasiswa politeknik gizi di Lubuk Pakam. Penelitian ini dilakukan dengan 3 fase penelitian dan pengembangan yaitu mengevaluasi materi menulis bahasa Inggris yang ada dan menilai kebutuhan mahasiswa, mengembangkan materi membaca bahasa Inggris baru dan memvalidasi materi baru yang dilakukan oleh para ahli. Data penelitian ini adalah dari angket siswa, dokumen, dan wawancara siswa, guru, dan pemangku kepentingan. Hasil penelitian ini menunjukkan bahwa materi menulis bahasa Inggris yang ada tidak relevan dengan kebutuhan mahasiswa gizi. Oleh karena itu, mateeri menulis bahasa Inggris baru dirancang dengan pendekatan yang berpusat pada kegiatan mahasiswa agar sesuai dengan kebutuhan siswa. Materi baru yang dikembangkan berasal dari: http://sportsmedicine.about.com/od/sportsnutrition/a/Carbohydrates.htm,

‘carbohydrates’, http://www.naturodoc.com/library/nutrition/fatcontent.htm ‘determining fat content’: http://www.babycentre.co.uk/a3561/diet-for-a-healthy-pregnancy, ‘healthy diets for pregnants mother, http:/ www.edugains.ca/resourcesLIT/LearningMaterials/, ‘recipe componen’. Materi menulis bahasa Inggris baru ini divalidasi oleh dua orang ahli. Mereka setuju bahwa materi baru tersebut relevan dengan kebutuhan mahasiswa politeknik gizi. Sebagai kesimpulan, materi menulis bahasa Inggris baru tersebut relevan dengan kebutuhan mahasiswa gizi. Oleh karena itu disarankan kepada dosen bahasa Inggris untuk mengembangkan materi bahasa Inggris yang relevan dengan kebutuhan mahasiswa.

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ACKNOWLEDGEMENTS

In the name of Allah, the beneficient and merciful.

Praise to Allah, the cheriser and sustainer of the world, that has given his blessing, sturdiness and generosity, so that the writer is able to accomplish this thesis as a partial fulfilment of the requirements for Master degree of Applied Linguistics Study Program Post Graduate School in State University of Medan.

First , thanks to Head of LTBI program Prof. Dr. Busmin Gurning, M.Pd, the secretary of LTBI program Dr. Sri Minda Murni, M.S., for encouraging to finish this thesis, and also Farid M. Harahap, the administration staff for facilitating the administrative procedures.

Second, her extremely grateful is directed to her first and second advisor, Prof. Dr. Busmin Gurning, M.Pd., and Dr. Eddy Setia, M.Ed. TESP for their patient guidance, excellent advice, and constructive comments during completing this study.

Third, she would like to thank to Dr. Zainuddin, M.Hum, Dr. Iwayan Dirgayasa Tangkas, M.Hum, Dr. Sri Minda Murni, M.S, the reviewers and examiners, for the valuable suggestions to be included in this thesis. Thanks are also extended to all lectures of English Applied Linguistics Study Program.

A special expression of gratitude is directed to Drs. H. Adi Mutia M.Pd, the principal and also all the teachers and staffs of SMP N 2 Lubuk Pakam for their moral supports, and also for the principal of Nutrition Polytechnic Kemenkes Medan at Lubuk Pakam, for allowing the writer to do the research. Also special thanks to her close friend Ms. Rodiani Fatma Hasibuan for her support, suggestion and encouragement.

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Special and deepest thanks to Mother, late father, sister, and her beloved husband Willem Frederik Fels for their moral supports, patience and prayers. She reminds also grateful endless love, spirit, support and pray to her beloved children Candy Natasha Caroline and Darryl Daza.

Overall, the writer hopes this thesis can give a contribution to the language education, especially major of English, and further pedagogical research.

Medan, May 2015

The writer,

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TABLE OF CONTENTS

Page

ABSTRACT i

ACKNOWLEDGEMENT ii

CONTENTS iii

LIST OF TABLES vi

LIST OF FIGURES vii

LIST OF APPENDICES viii

CHAPTER I INTRODUCTION

1.1 The Background of the Research………… 1

1.2 The Problems of the Study ………. 4

1.3 The Objectives of the Study ………... 4

1.4 The Scope of the Study ……… 5

1.5 The Significance of the Study ………….. 5

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 English for Specific Purposes ……… 6

2.2 The English for Nutrition Purposes (ENP) ... 8

2.3 Need Analysis... 11

2.4 Writing Skill in ESP………... 15

2.5 Writing Material .……... 16

2.6 A Students-Centered Learning Approach… 17 2.7 Learning Materials ..………... 21

2.8 MaterialsDesign ….………... 23

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2.9 The Writing Materials of English for Nutrition Purpose

and Student-Centered Learning…... 26

2.10 The Previous Related Research ….……... 27

CHAPTER III RESEARCH METHOD 3.1 The Subject of the Study …….………… 30

3.2 The Research Design .……… 30

3.3 The Phase or Mechanism of Material Development ……… 31

3.3.1 Phase 1: Assessing Students’ Needs, Evaluating The Existing Syllabus and Writing… 31 3.3.2 Phase 2: The Developing Syllabus and English New Materials ……… 32

3.3.3 Phase 3: Validating the Learning Materials … 32 3.4 The Technique for Collecting Data ... 33

CHAPTER IV MATERIALS DEVELOPMENT 4.1 Material Development ………. ……….. 34

4.2 Phase 1: Assessing Students’ Needs, Evaluating The Existing Syllabus and Writing Materials... 34

4.2.1 Phase I : Need Analysis ... 35

4.2.2 Existing Syllabus...………... 38

4.2.3 Existing Material...………... 39

4.3 Phase 2: The Developing Syllabus and English New Materials …... 42

4.3.1 The Relevancy of Material of English for Nutrition purposes... 53

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4.3.2 The Students Active Learning... 54

4.4 Phase 3: Validating the Learning Materials… 54 4.5 Discussion ………... 55

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ……… 57

5.2 Suggestion ... 57

REFERENCES ... 59

APPENDICES ... 62

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LIST OF TABLES

Table 1 : Designing Of Students Centered Learning... 19

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LIST OF FIGURES

FIGURE 1 : Materials Design Model ... 25

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LIST OF APPENDICES

Appendix

Appendix A : Kuesioner Mata Kuliah Bahasa Inggris Untuk Mahasiswa

Politeknik Gizi Lubuk Pakamgi Siswa Rekayasa ... 62

Appendix B : Daftar Pertanyaan Untuk Wawancara Dosen/Stakeholder.. 65

Appendix C : Hasil Wawancara untuk Mahasiswa ... 68

Appendix D : Instrumen Penilaian Kelayakan Bahan Ajar English for Nutrition Purposes ... 69

Appendix E : The Existing Syllabus ... 73

Appendix F : The New Syllabus... 77

Appendix G : The Existing Material... 84

Appendix H : The New Materials ... 85

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CHAPTER I

INTRODUCTION

1.1 The Background of the study

English as an international language has shown a very significant position in this globalization era. All aspects of lives are changing rapidly. The focus of English education in the fields of medicine, nursing, nutrition, social welfare and other service industries should be on the acquisition of practical English skills that the students can use in real situations.

Hamrmer (1983:19) stated that students learn English for different reasons and different circumstances, and they might be taught differently depending on such reasons. These different reasons and circumtances might influence students achievement in English. In this case, it is important to consider what actually the student need. On one hand, nutrition student might need an ability to write scientific English when they want to continue their school to the higher level of education (writing skill) and to speak English to communicate with doctors, patients or the patient’s family when they want to work aboard (speaking skill). On the other hand, banking students need a particular kind of reading and speaking skill. Based on these differences, lectures may decide to restrict the skills depending the needs of the students. Harmer (1983:20) suggested that the lecture may only teach one of the language skills or at least not all of them, that is referred to as English for Specific Purposes

‘English for Specific Purposes’ (ESP) became a vital and innovative activity within the teaching of English program for student of Nutrition to improve the quality of nutrient service in particular. This related to English instruction program for Nutrition students to develop interpersonal communication.

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In line with the English instruction program, the Nutrition Polytechnic kemenkes Lubuk Pakam visions that The nutrition education Vision Program (DIII) is part of the national education goals. The nutrition education Vision Programs (DII) is to educate competent personnel in the field of nutrition and can compete in the global era. Oslida Martony, MKS, M. Kes The head of Nutrition at Polytechnic Kemenkes Medan in Lubuk Pakam, expects that the students can be produced competent personnel in the field of nutrition (expert associate), Pancasila minded, have high personal integrity and qualified to perform the profession in the field of nutrition in a system of public health services and clinics, and the food industry beverages, organizer of many foods (hotels, restaurants, catering, etc.), based on the Decree of the Minister of Health of Republic of. 374/Menkes/SK/III/2007, Professions Nutrition standards and then developed into the Indonesian National Competency Standards Work (SKKNI) for nutrition experts. He realized the important of English for Nutrition students to support their job on the future.

In order to produce the competent and professional nutrition in communicative competence, writing skill becomes very essential and critical in responding the rapid movement of globalization and information and technology communication era. In terms of academic setting, it is commonly known that writing activity become a kind of daily ‘need’ that must be ‘used’ by them especially in planning the proper nutrition in the diet, determine the amount of nutrients sufficient to processing and cooking a healthy meal (competency-based curriculum 2004), but the fact seems that most of students consider that writing is the hardest skill to master, because the ability to write in foreign language is more complicated than the ability to speak, read or listen. Writing is a skill like other skills, it is not inborn. Harmer (2001:40) claims that writing is one form of communication. Writing is a process putting ideas, thought, and feeling in words into a sequence of words combined into sentence

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in forms of paragraph, writing involves the application of grammar and sentence pattern, vocabulary or diction and cross-culture understanding. And besides that, it can be said that writing ability is not only someone’s capability of applying tenses to express the idea in the form of written representation but also to know the content or the message that will be given to the reader.

However, what the curriculum demands is very far with the fact that the students of Nutrition Polytechnic Kemenkes Lubuk Pakam are very low in English. Reffering the data provided from the academic department, it seems that the students’ abilities and competences in writing have not reached the targeted competences. Most of them cannot even write any simple sentence in English. Only less than five percent of about 360 students of Nutrition Polytechnic Kemenkes Lubuk Pakam intake 2011 could write a good English sentence . Most of them don’t even understand the very basic part of grammar, also the vocabulary achievement is very poor, most of them write the word with the wrong spelling.

In line with the phenomena above, it is clear that the process of teaching and learning English for Nutrition Purposes is not optimal and successful yet. This may happen due to lack of lecturers’ competences, learning strategies, the students’ prior knowledge of English and motivations, and learning materials as well Harmer (2007).

Based on writer’s observation and experiences during her teaching, the low achievement of students in English for Nutrition purposes maybe dominately caused by the learning material given are too general and focused on the tenses, part of speech, vocabulary, and the four language skills without determining the specific needs of students. The lecturers would rarely conduct a need analysis to find out what was necessary to acvhieve it and also they are not able to design and select the ESP materials that are proper and suitable for the students. Thats why the learning materials are something that must be developed and designed by using need analysis. Need analysis will empirically help the materials designer to

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develop and design learning materials in such way so that they are really good, relevant and reliable for the students.

In line with the learning materials, to make the students more active and the teaching learning process will running more active, the researcher add the model of students-centered-learning-approach which takes into account the students’ interests, desires, skills and teaching experiences and aims to make them active in this process.

On the other hand ‘student-centered learning’ takes into account the individual characteristics of students who have scientific thinking skills, learnt how to learn, can reach the information and use it, have the ability to communicate, accepted universal values, can use technology effectively, are productive and self-realized at every stage of learning. It is also a restructuring way of ensuring student participation fully. (Ministry of Education, 2003).

Relating the previous explanation, this study will be focused on the development of the writing materials based on students centered learning activities in order to meet the students’ need when learning English for Nutrition Purposes

1.2 The problem of the study

In relation to the background of the study, the problem of study is formulated as the following: How is the ESP writing materials developed for Nutrition Polytechnic students through students centered learning approach

1.3 The Objective of the Study:

In line to the problem, the objective of the study is how to develop the ESP writing material for Nutrient students through students centered learning approach.

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1.4 The Scope of the Study

The scope of the study focuses on the materials development of ESP based on the curriculum-based competence of Nutrition Polytechnic especially the writing materials at Nutrition Polytechnic Kemenkes Medan at Lubuk Pakam and the materials needed by the students at the academy. In addition, this study also focuses on procedures of materials development based on their needs and also discussed related grammatical patterns and vocabulary usages. Finally, it will developed through students – centered – learning (SCL)

1.5 The Significances of the Study

The findings of this research are expected to be useful as an input for English for specific purposes especially for English teachers of Nutrient Polytechnic Lubuk Pakam. It is expected to provide information about the material design for an ESP teaching writing material for Nutrient Polytechnic students. It is expected to provide a good reference in designing appropriate English writing materials for Nutrient Polytechnic.

The finding also to inspire the lecturers to realize and develop their teaching writing material in order to prepare students of Nutrient Polytechnic to be always tuned in with current developments. They are expected to know and understand the Nutrient terms, vocabularies, so they can communicate in written as well as spoken language.

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57 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion

Based on the result and analysis of the research, some conclusions are derived as follows

1. The existing materials are too general and inappropriate for the students of Nutrition. The materials are not related to the students’ needs.

2. The content of writing materials should be related to their field. The nutrition students also needs the materials designed by authentic materials that match to their field. It means that the materials should be about nutrition.

3. New writing materials are designed through students center learning in order to motivated the students in learning. In teaching and learning proces, the classroom interaction is needed by the students is the pair and small group activities.

4. New writing materials were validated by two experts by giving them questionnaire. It consists of the dimension of linguistic features, processes, contents and lay out. The result of the questionnaire showed that the new English writing materials are relevant to the Nutrition Politechnic studentts.

5.2 Suggestions

By having the conclusion above, some suggestion have to follow up as the consequences of the result of the research:

1. It is suggested that the English materials given should be related to the students field. The content of writing materials should be related to the nutrition field.

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2. It is suggested that students center learning, authentic materials should be applied for the nutriton students to make the process of teaching learning process runs effectively and actively

3. It is suggested that validating the English writing materials is required in order to provide an appropriate English writing materials for students.

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5 1.4 The Scope of the Study