DEVELOPING ENGLISH MATERIALS FOR STAKPN STUDENTS.

DEVELOPING ENGLISH MATERIALS FOR STAKPN

STUDENTS

A Thesis

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

Magister Humaniora

By:

RAIKHAPOOR

Registration Number: 8106111029

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATESCHOOL

STATEUNIVERSITY OF MEDAN

MEDAN

DEVELOPING ENGLISH MATERIALS FOR STAKPN

STUDENTS

A Thesis

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

Magister Humaniora

By:

RAIKHAPOOR

Registration Number: 8106111029

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATESCHOOL

STATEUNIVERSITY OF MEDAN

MEDAN

Abstract

Raikhapoor. 8106111029. Developing English Materials for STAKPN Students. A Thesis. English Apllied Linguistics Study Program. Post Graduate School. State University of Medan. 2015.

This present study focus on developing English materials for STAKPN students. The aim of this study is to develop English materials which are relevant to theology students needs of STAKPN. This study was conducted by applying the three phases of ADDIE instructional design model. They are including analyze the students needs by doing needs analysis, design the learning objectives and write the syllabus, and develop teaching learning materials. The data of this research are from students questionnaire, and conducted interviews to students, institution, alumni, and user. These questionnaire and interview are constructed based on target and learning needs framework. The result of this study shows that theology students need English materials appropriate to theological context. The new materials are developed to get the authentic materials which taken from The Old Testament and The New Testament. This learning materials consist of 13 chapters. The chapters follow the same format which is consist of three parts namely; a) pre reading, b) during reading, and c) post reading (vocabulary strategy, understanding the text and discussion). The purpose of pre- reading question is to activate the students’ prior knowledge related to text and to help the student in understanding about the reading topic. Students are introduced reading skill strategy such as: previewing article, scanning, understanding topic, previewing first sentences, understanding the main idea, understanding paragraph topics and main ideas, making prediction and skimming before they read the text. These reading skills will assist them to comprehend reading text. Furthermore, after reading each text, students are presented reading comprehension activity. The purpose of this activity is to check students’ reading comprehension. It is in the form of multiple choice, true/false, or sequencing. Then, vocabulary strategy can help students to determine the meaning of new word without using their dictionaries. They also can understand the general idea of a text without understanding every words in the text. In addition, all chapters have discussion activity in small groups or class discussion to help them to share information of text with another students. This activity will encourage students to express their opinions and ideas related to issues in the text.

ACKNOWLEDGEMENTS

First of all, the writer is very grateful to Jesus Christ who has given bleesing, strength and patient so that this thesis could be finished. This is intended to fulfill a part of requirements to get the degree of Master Humaniora at the English Applied Linguistics Program, Post Graduate School State University of Medan.

The writer would like to express his special appreciation and thanks to his first adviser Prof. Dr. Lince Sihombing, M.Pd and his second adviser Dr. Eddy Setia, M.Ed, TESP for brilliant comments, suggestions and advice in writing this thesis.

The writer also would like to extend his greatest gratitude to Prof. Dr. Busmin Gurning and Dr. Sri Minda Murni, M.S, the Head and Secretary of English Applied linguistics Program, for their help regarding the administrative procedures. All the lecturers who have shared their knowledge to him during his academic year. Furthermore, the writer would also like to acknowledge Drs. R. Anakampun, M.Pd.K who gave the permission in doing research and all of theology students as respondents of this study.

His thanks go to his family, beloved mother, mother-in law, father-in-law, brothers and sisters, thank you for your prayer for me. At the end, the writer would like to express his appreciation to his beloved wife Friska, his beloved son Immanuel and his beloved daughther Margaret, thank you for your prayer, supports and advices.

Tarutung, January 2015

TABLE OF CONTENTS

Pages

Abstract ... i

Akcnowledgements ... ii

Table of Contents ... iii

List of Figures ... v

List of Tables ... vi

List of Appendices ... vii

CHAPTER I INTRODUCTION 1.1 The Background of the Study ... 1

1.2 The Problems of the Study ... 3

1.3 The Objectives of the study ... 4

1.4 The Scopes of the Study... 4

1.5 The Significances of the Study ... 4

CHAPTER II REVIEW OF RELATED LITERATURE ... 6

2.1 Definition of ESP ... 6

2.2 Classification of ESP ... 9

2.3 Needs and Needs Analysis ... 13

2.3.1 Needs ... 13

2.3.2 Needs Analysis ... 14

2.3.2.1 Target Needs ... 18

2.3.2.2 Learning needs ... 19

2.4 The ESP Syllabus ... 19

2.5. Materials Design for ESP ... 22

2.6 Theological Text in English ... 30

2.6.1 Meaning in text: modes of discourse ... 31

2.6.2 Meaning in text: genre ... 33

2.7 Relevant Studies ... 35

CHAPTER III RESEARCH METHODOLOGY ... 38

3.1 Research Design ... 38

3.2 The Source of Data... 40

3.3 Instrument for Collecting Data... 41

3.4 Technique of Analyzing Data ... 42

CHAPTER IV DATA ANALYSIS AND MATERIALS DEVELOPMENT... 43

4.1 Data Analysis ... 43

4.1.1. The Analysis of Target Needs ... 43

4.1.2. The Analysis of Learning Needs ... 48

4.2 Materials Development ... 51

4.2.1. Design ... 51

4.2.2. Develop ... 52

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 53

5.1 Conclusions ... 53

5.2 Suggestions ... 53 REFERENCES

LIST OF FIGURES

Figure 1 ESP classification by experience ... 10 Figure 2 Categories of ESL/EFL Teaching and Learning ... 12 Figure 3 A Material Design Model ... 27 Figure 4 The Road Map of Developing English Materials for STAKPN

students... 37 Figure 5 The ADDIE Concept ... 38

LIST OF TABLES

Table 4.1. The Students’ Needs of Language Skill ... 45 Table 4.2. The Students’ Lacks of Language Skill ... 47 Table 4.3. The Students’ Preference of Teaching Materials Resource . 49 Table 4.4. The Students’ Preference of Teaching Methods ... 50

LIST OF APPENDICES

Appendix A Questionnaire ... 56

Appendix B Guiding Questions for Interviews ... 61

Appendix C The Tabulation of Respondents’ Answer on Questionnaires ... 63

Appendix D Interviews Transcript on Students ... 69

Appendix E Interviews Transcript on Instution ... 75

Appendix F Interviews Transcript on Alumni ... 77

Appendix G Interviews Transcript on User ... 81

Appendix H New Product of Materials Development ... 83

CHAPTER I INTRODUCTION

1.1 The Background of the Study

English is now the most popular language in globalization era. It has rapidly spread in all sectors of human life, including education. Teaching English at tertiary level has become a command of education constituting in Indonesia which is set in government regulation. English is one of cumpolsory subjects should be learnt by students which set in a curriculum. Not only students of English department should learn English course, but also the students of non-English departments including students of seminary college have to learn it.

The very basic reason for seminary students to learn English can be traced back from the statement found in Holy Bible particularly in Matthew 28:19. It states “Therefore go and make disciples of all nations, baptizing them in the name

of the Father and of the Son and of the Holy Spirit” (New International Version Bible). This is the great commission of christianity as the instruction of God to his disciples that they should spread his teaching to all nations in the world. It has become a doctrine in Christian theology emphasizing ministry, missionary work, evangelism, and baptism. So, this mandate due to theology students who want to

spread God’s word all over the world. For instance, someone who wants to be

God’s servant in a country where English is one of official language, s/he should master English in order to deliver God’s word through her/his ministry. This is

possible happen to graduation students from seminary who want to be God’s servant abroad. Therefore, students of seminary should master English not only for their academic but also for their future ministry.

In addition, students of seminary college who are taking English course are expected to have English skills i.e. listening, speaking, reading and writing relates to their field study. They are hoped to be able to communicate in written and spoken English namely; writing and delivering a preaching, reading reference books especially theology books which are written in English as the source of learning in order to develop their knowledge related to their major subjects. So, it is important for seminary students to have ability in speaking, reading, and writing since many biblical, theological, and ministry resources are in English.

Unfortunately, this expectation is hardly found on STAKPN students’ mastery of English. STAKPN stands for Sekolah Tinggi Agama Kristen Protestan

Negeri is one of education institution under the auspices of Ministry of Religious Affairs of the Republic of Indonesia. It has four majors including Theology, Christian Religious Education, Christiant Pastoral Counseling and Church Music. Based on researcher’s observation it is found that STAKPN students’ achievement both performance and competence in English are not yet satisfactory even though they have learned English in two semesters. Thus, the researcher would like to conduct a study for STAKPN theology students to find out the cause of their

failure.

However, there are some aspects which are possibible to contribute to this poor condition such as: irrelevant materials, teaching strategy and failure in

managing students’ motivation. English lecturer usually teach their students by using available textbooks which is not suitable with students’ field study due to learning materials shortage which are suitable with students’ needs and their field study. S/he also select materials based on her/his own judgments and ignore

students’ level language mastery. As Harsono (2007) states that there will never be perfect teaching materials that can be use anywhere, anytime for the same level of students. Indeed, this condition should not discourage the lecturer because s/he can develop her/his own teaching learning materials for the students to gain the learning objectives or to meet the students’ needs. So, developing teaching learning materials for ESP is more needed because the limitation of ESP materials in public. Materials selection, adaptation, or writing is an important area in ESP teaching, representing a practical result of effective course development and providing studnts with materias that will equip them with the knowledge they will need in their future carrier. Another important criteria that should be considered when selecting materials is the level of language knowledge students have already acquired and the target level they will need to communicate successfully in their jobs. Thus, the selection of ESP materials should depend on students’ needs in relation to their future or present jobs. ESP materials should focus on the appropriate topic including tasks and activities that practice the target skils area. In other word, a lecturer can play his/her role as a material designer to design materials as well as posible based on students’ needs.

In addition, there are some consideration that lecturer should considers some considerations in designing ESP materials, such as: 1) lecturer should involve students to determine materials, 2) lecturer should select materials based on

students’ need, interest and level of language mastery, 3) students should be regarded as close partners of lecturer in designing materials. For these reasons, it is necessary to conduct a study which is intended to design English materials for seminary students.

1.2 The Problems of the Study

Related to background of study which has been mentioned previously, the problems are formulated as follows:

1) What English material is suitable for theology students of STAKPN? 2) Why English materials should be developed for theology students of

STAKPN?

1.3 The Objectives of the study

In line with the research problems, the objectives of this study are:

1) determining English material that appropriate for theology students of

STAKPN.

2) developing English materials for theology students of STAKPN in order to gain their needs.

1.4The Scope of the Study

STAKPN has four majors including Theology, Christian Religious Education, Christiant Pastoral Counseling and Church Music. As outlined in the objectives and research problems, the researcher focused on developing English materials for theology students of STAKPN based on their needs that relevant to their field study. More over, due to the limited time and crucial needs this study was conducted for theology students only.

1.5The Significances of the Study

The findings of the study are expected to contribute significantly both theoretically and practically:

a. Theoretically these findings are helpful for;

1. English language lecturers who teach in seminary college, to widen their horizon in case of needs analysis in desigining English materials. 2. Further researchers who are interested in ESP, to be referable in

conducting needs analysis research. b. Practically these findings will be helpful for;

1. Curriculum designers, to enable them design a syllabus or curriculum that fit to the needs of seminary students.

2. English language lecturers who teach in seminary college, to enable them to develop English materials that related to theology fields.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the result of the study a number of conclusions could be stated. Those are:

1. The English material which is appropriate to STAKPN students is English

reading materials that related to theological context and their field study.

2. STAKPN students needed English reading materials because they wanted

to improve their ability in reading and master reading skill. By mastering this skill will help them to read theological resources which are written in English. So, their knowledge in theology field will be increased.

5.2 Suggestions

In order to accomodate the findings, the suggestion are given to the following:

1. English lecturers are suggested to develop English reading materials based

on students’ needs and their field study in theological context.

2. English lecturers are suggested to create their own materials to use in teaching English course because it will be easier for students to learn them to encourage their reading mastery.

REFERENCES

Blass Laurie. 2007. Well Read 1: Skills and Strategis for Reading. USA: Oxford University Press.

Bogdan, Robert, C. 1992. Qualitative Research for Education, Boston: Allyn and Bcom.

Branch, Maribe Robert. 2009. Instructional Design: The ADDIE A pproach, USA: Springer Science Business Media.

Dudley-Evans Tony and St. John. 1998. Developments in English for Specific Purposes. A

Multi-disciplinary approach. Cambridge: Cambridge University Press.

Gall, Meredith D. 2007. Educational Research: An Introduction. USA: Pearson Education. Inc.

Gatehouse Kristen. 2001. Key Issues in English for Specific Purposes (ESP) Curriculum

Development. http://iteslj.org/Articles/Gatehouse-ESP.html. Retreived October 10,

2014.

Graves, Kathleen, 2000. Designing Language Courses: A Guide fo Teachers. Canada: Heinle & Heinle Publishers.

Harmer Jeremy. 2001. The Practice of English Language Teaching. Pearson Education Limited.

Harsono, M.Y. 2007. Developing Learning Materials for Specific Purposes. TEFLIN Jouurnal, Volume 18, Number 2, August 2007.

Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes: A

Learning-centered approach. Cambridge: Cambridge University Press.

Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. (1999).

Japanese language needs analysis.

http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf. Retreived September 12,

2014.

Koamesakh Adolfina. 2010. English Reading Materials Development for Students of

Theology. Thesis: State University of Medan.

Kelly Gabrielle, 2004. English for Theology. A Resource for Teachers and Students.National Library of Australia.

Lauder Allan.2008. The Status and Function of English in Indonesia: A Review of Key

Factors. Makara, Sosial Humaniora, Vol. 12, NO. 1, Juli 2008: 9-20.

Manurung, Marasi. 2010. ESP Materials for Students of Informatics Management and

Mikulecky, S. Beatrice and Jeffries Linda. 1996. More Reading Power: Reading for

Pleasure, Comprehension Skills, Thinking Skills, Reading Faster. USA:

Addison-Wesley Publishing Company.

Mikulecky, S. Beatrice and Jeffries Linda. 2007. Advanced Reading Power: Extensive

Reading, Vocabulary Building, Comprehension Skills, Reading Faster. New York:

Pearson Education, Inc.

Nation I.S.P and Macalister John.2010. Language Curriculum Design. New York and London: Routledge Taylor & Francis Group.

Nunan, David. 1988. Syllabus Design. Oxford: Oxford University Press.

Pierson L. Cheri, et.al. 2010. Exploring Theological English, Teacher’s Guide. Carlisle, UK: Piquant Editions.

Richards, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Safrizal. 2013. Designing ESP Teaching Materials for Students of Accounting Department of

Al-Azhar University Medan. Thesis: State University of Medan.

Siregar, Hasnah. 2013. Designing English Reading Materials For Students Of Accounting In

Vocational School Through Authenticity-Centered Approach. Thesis: State University

of Medan.

Srabua Benjamaporn. 2007. An Analysis of Needs and Problems in the Use of English for

Occupational Purposes of Hotels PR Officers in Bangkok. Thesis: Kasetsart

University.

Strevens, P. 1998. ESP After Twenty Years: A Re-Appraisal. Singapore: SEA MEO Regional Centre.

Suparman, M. Atwi. 2004. Desain Instruksional. Jakarta: Universitas Terbuka.

Widdowson, Henry G. 1990. Aspects of Language Teaching. Oxford: Oxford University Press

students’ level language mastery. As Harsono (2007) states that there will never be perfect teaching materials that can be use anywhere, anytime for the same level of students. Indeed, this condition should not discourage the lecturer because s/he can develop her/his own teaching learning materials for the students to gain the learning objectives or to meet the students’ needs. So, developing teaching learning materials for ESP is more needed because the limitation of ESP materials in public. Materials selection, adaptation, or writing is an important area in ESP teaching, representing a practical result of effective course development and providing studnts with materias that will equip them with the knowledge they will need in their future carrier. Another important criteria that should be considered when selecting materials is the level of language knowledge students have already acquired and the target level they will need to communicate successfully in their jobs. Thus, the selection of ESP materials should depend on students’ needs in relation to their future or present jobs. ESP materials should focus on the appropriate topic including tasks and activities that practice the target skils area. In other word, a lecturer can play his/her role as a material designer to design materials as well as posible based on students’ needs.

In addition, there are some consideration that lecturer should considers some considerations in designing ESP materials, such as: 1) lecturer should involve students to determine materials, 2) lecturer should select materials based on students’ need, interest and level of language mastery, 3) students should be regarded as close partners of lecturer in designing materials. For these reasons, it is necessary to conduct a study which is intended to design English materials for seminary students.

1.2 The Problems of the Study

Related to background of study which has been mentioned previously, the problems are formulated as follows:

1) What English material is suitable for theology students of STAKPN? 2) Why English materials should be developed for theology students of

STAKPN?

1.3 The Objectives of the study

In line with the research problems, the objectives of this study are:

1) determining English material that appropriate for theology students of STAKPN.

2) developing English materials for theology students of STAKPN in order to gain their needs.

1.4The Scope of the Study

STAKPN has four majors including Theology, Christian Religious Education, Christiant Pastoral Counseling and Church Music. As outlined in the objectives and research problems, the researcher focused on developing English materials for theology students of STAKPN based on their needs that relevant to their field study. More over, due to the limited time and crucial needs this study was conducted for theology students only.

1.5The Significances of the Study

The findings of the study are expected to contribute significantly both theoretically and practically:

a. Theoretically these findings are helpful for;

1. English language lecturers who teach in seminary college, to widen their horizon in case of needs analysis in desigining English materials. 2. Further researchers who are interested in ESP, to be referable in

conducting needs analysis research. b. Practically these findings will be helpful for;

1. Curriculum designers, to enable them design a syllabus or curriculum that fit to the needs of seminary students.

2. English language lecturers who teach in seminary college, to enable them to develop English materials that related to theology fields.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the result of the study a number of conclusions could be stated. Those are:

1. The English material which is appropriate to STAKPN students is English reading materials that related to theological context and their field study. 2. STAKPN students needed English reading materials because they wanted

to improve their ability in reading and master reading skill. By mastering this skill will help them to read theological resources which are written in English. So, their knowledge in theology field will be increased.

5.2 Suggestions

In order to accomodate the findings, the suggestion are given to the following:

1. English lecturers are suggested to develop English reading materials based on students’ needs and their field study in theological context.

2. English lecturers are suggested to create their own materials to use in teaching English course because it will be easier for students to learn them to encourage their reading mastery.

REFERENCES

Blass Laurie. 2007. Well Read 1: Skills and Strategis for Reading. USA: Oxford University Press.

Bogdan, Robert, C. 1992. Qualitative Research for Education, Boston: Allyn and Bcom. Branch, Maribe Robert. 2009. Instructional Design: The ADDIE A pproach, USA:

Springer Science Business Media.

Dudley-Evans Tony and St. John. 1998. Developments in English for Specific Purposes. A Multi-disciplinary approach. Cambridge: Cambridge University Press.

Gall, Meredith D. 2007. Educational Research: An Introduction. USA: Pearson Education. Inc.

Gatehouse Kristen. 2001. Key Issues in English for Specific Purposes (ESP) Curriculum Development. http://iteslj.org/Articles/Gatehouse-ESP.html. Retreived October 10, 2014.

Graves, Kathleen, 2000. Designing Language Courses: A Guide fo Teachers. Canada: Heinle & Heinle Publishers.

Harmer Jeremy. 2001. The Practice of English Language Teaching. Pearson Education Limited.

Harsono, M.Y. 2007. Developing Learning Materials for Specific Purposes. TEFLIN Jouurnal, Volume 18, Number 2, August 2007.

Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes: A Learning-centered approach. Cambridge: Cambridge University Press.

Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. (1999).

Japanese language needs analysis. http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf. Retreived September 12,

2014.

Koamesakh Adolfina. 2010. English Reading Materials Development for Students of Theology. Thesis: State University of Medan.

Kelly Gabrielle, 2004. English for Theology. A Resource for Teachers and Students.National Library of Australia.

Lauder Allan.2008. The Status and Function of English in Indonesia: A Review of Key Factors. Makara, Sosial Humaniora, Vol. 12, NO. 1, Juli 2008: 9-20.

Manurung, Marasi. 2010. ESP Materials for Students of Informatics Management and Computer Academy. Thesis: State University of Medan.

Mikulecky, S. Beatrice and Jeffries Linda. 1996. More Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster. USA: Addison-Wesley Publishing Company.

Mikulecky, S. Beatrice and Jeffries Linda. 2007. Advanced Reading Power: Extensive Reading, Vocabulary Building, Comprehension Skills, Reading Faster. New York: Pearson Education, Inc.

Nation I.S.P and Macalister John.2010. Language Curriculum Design. New York and London: Routledge Taylor & Francis Group.

Nunan, David. 1988. Syllabus Design. Oxford: Oxford University Press.

Pierson L. Cheri, et.al. 2010. Exploring Theological English, Teacher’s Guide. Carlisle, UK: Piquant Editions.

Richards, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Safrizal. 2013. Designing ESP Teaching Materials for Students of Accounting Department of Al-Azhar University Medan. Thesis: State University of Medan.

Siregar, Hasnah. 2013. Designing English Reading Materials For Students Of Accounting In Vocational School Through Authenticity-Centered Approach. Thesis: State University of Medan.

Srabua Benjamaporn. 2007. An Analysis of Needs and Problems in the Use of English for Occupational Purposes of Hotels PR Officers in Bangkok. Thesis: Kasetsart University.

Strevens, P. 1998. ESP After Twenty Years: A Re-Appraisal. Singapore: SEA MEO Regional Centre.

Suparman, M. Atwi. 2004. Desain Instruksional. Jakarta: Universitas Terbuka.

Widdowson, Henry G. 1990. Aspects of Language Teaching. Oxford: Oxford University Press