DEVELOPING READING TEXT MATERIALS FOR VOCATIONAL SCHOOL.
DEVELOPING READING TEXT MATERIALS FOR
VOCATIONAL SCHOOL
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
Femy Septiani
Registration Number: 209421019
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGMENT
First and foremost, the writer gives the greatest thanks to the almighty
God, Allah swt, most merciful for the opportunity, health and blessing given to
her to complete her thesis in partial fulfillment of the requirements for the degree
of Sarjana Pendidikan at English Department of Faculty of Languages and Arts,
State University of Medan (UNIMED). The writer believes that without Allah
swt, she will be nothing.
On this special occasion, the writer would like to express her gratitude to
those who have assisted her in the process of completion for their moral, material,
spiritual as well as support. Sincerest gratitude addressed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Rika, S.Pd., M.Hum., the Secretary of English Department, and Dra.
Masitowarni, M.Ed., the Head of English Education Program for the
suggestions during the completion of this thesis, and also all of the
lecturers who have given through academic years.
Prof. Dr. Busmin Gurning, M.Pd., the Thesis Advisor and
Academic Advisor, who has given so many supports, patience,
guidance, and advices during the process of accomplishing this thesis.
Drs. Elia Masa Gintings, M.Hum., Dra. Meisuri, M.A., Dr.
Zainuddin, DIP.TEFL., M.Hum., thanks are given to the reveiwers
of her seminar proposal for enriching the quality of this thesis.
Buyung, S.Pd., the head master of SMK Sandhy Putra 2 Medan and
all the teachers who have helped the writer in collecting data.
Faisal Syam and Silvia Anggraini, her beloved parents, who have
patiently given moral, spiritual help, advices, financial support,
endless love and their prayer, and also her brother and sisters; Ibnu
Sina, Susan Oktaviana, and Nadiya.
All of the writer’s friends, especially to Ahmad Rifa’i Ritonga,
Finny Ameliana, Siska Indah Sari, Nur Lilianty Pardede, Ahmad
Afandi, and all of friends in regular A, B, and C 2009 in English
Department who have helped the writer to accomplish this thesis.
Medan, February 2014
The Writer,
Femy Septiani
NIM 209421019
i
ABSTRACT
Septiani, Femy. 209421019. Developing Reading Text Materials for
Vocational School. A Thesis. Faculty of Languages and Arts. State University
of Medan. 2014.
This study concerns on how reading text materials are developed for vocational
school. This study was conducted by using developmental research. The subject
of this research was class XII SMK Sandhy Putra 2 Medan consisting of 36
students. Instrumentations for collecting data were questionnaire and interview.
After analyzing the data, the writer got the students’ need in learning English in
term of vocation that they have. Based on the students’ need analysis, then it was
got some basic competences which need to be reached by the students, and based
on the basic competences, syllabus could be designed. After syllabus had been
designed, developing teaching materials was done. The developed teaching
materials were related to the vocation that the students had; it was culinary art.
The development of materials followed four stages; those were pre-development/
planning, development, evaluation, and revision.
Key Words: Develop, Reading Text Materials, Vocational School, Developmental
Research
i
TABLE OF CONTENTS
Title
Page
ABSTRACT.......................………………………………………………………
ACKNOWLEDGMENT............................................…………………………..
TABLE OF CONTENTS…………………………………………………….....
LIST OF FIGURES AND TABLES……………………………………………
LIST OF APPENDICES………………………………………………………..
i
ii
iii
v
vi
CHAPTER I: INTRODUCTION……………………………………………....
A. The Background of Study…………………….........................
B. The Problem of Study………………………………………...
C. The Objective of Study……………………………………….
D. The Scope of Study…………………………………………...
E. The Significances of Study……………………………………
1
1
5
6
6
6
CHAPTER II: REVIEW OF LITERATURE…………………………………
8
A. Theoretical Framework……………………………………….
8
1. Teaching Materials…………………………………………
8
2. Material Development……………………………………...
8
3. Reading Comprehension……………………………………
9
4. Culinary Art………………………………………………... 11
5. English for Specific Purposes (ESP)………………………. 12
6. Syllabus…………………………………………………….. 12
B. Conceptual Framework……………………………………….. 14
CHAPTER III: METHOD OF RESEARCH………………………………….
A. Research Design………………………………………………
B. Place and Time of Research…………………………………..
C. Subject of Research…………………………………………..
D. Instruments of Collecting Data................................................
E. Steps of Materials Development……………………………. .
19
19
20
20
20
20
CHAPTER IV: MATERIALS DEVELOPMENT
A. Pre-Development/ Planning……………………………….....
B. Development………………………………………………....
C. Evaluation................................................................................
D. Revision...................................................................................
23
28
37
40
CHAPTER V: CONCLUSION AND SUGGESTION……………………….
43
A. Conclusion………………………………………………...
43
iii
B. Suggestion…………………………………………………
43
REFERENCES………………………………………………………………. 44
APPENDICES.................................................................................................. 46
iv
LIST OF FIGURE AND TABLE
Title
Page
Table 4.1 Evaluation of Existing Materials...................................................
Table 4.2 Evaluation of Teaching Materials.................................................
Table 4.3 Evaluation of Assessment.............................................................
v
28
37
38
LIST OF FIGURE
Figure
Pages
3.1 The Chart on Developing Materials........................................................22
vi
LIST OF APPENDICES
Title
Page
APPENDIX A Developed Materials.............................................................
APPENDIX B Lesson Plan…………………………………………………
APPENDIX C Syllabus…………………………………………………….
APPENDIX D Existing Materials………………………………………….
APPENDIX E Students’ Score in Reading Assessment………………..….
APPENDIX F Interview Report……………………………………………
APPENDIX G Questionnaire Sheet………………………………………...
vi
46
69
77
82
93
95
99
CHAPTER I
INTRODUCTION
A. Background of the Study
Education is a formal process that is expected to improve and advance
students‟ skill which is needed by them in fulfilling their daily needs of life in the
future; at least, education can be a media for students to increase their quality in
term of knowledge. By having education, students are expected to be experts of
the subjects that they focus on, or at least, they can get a benefit of having gotten
the education by an implementation of what they have in the education. In other
words, students are expected to be able to earn their life by having an occupation
or being a professional worker which is related to the subject or specific purpose
that they focus on when taking an education.
Unfortunately, there are some facts showing that many students do not master
some lessons which they have in educational process. This evidence is a
phenomenon of unsuccessful goal of education. Actually, there are some various
factors influencing this failure of education; such as: inappropriate teaching
materials, inappropriate teaching methods, students‟ low motivation, etc.
Facing the phenomenon of education failure, the basic step to have a solution
of this is by evaluating existing teaching materials which are used in teachinglearning process; however, a teacher cannot apply any teaching methods if there
are no teaching materials because of the role of teaching materials in giving some
instructions in a teaching-learning process.
1
2
Thus, teaching material is an essential factor which influences a teaching
process in a classroom. O‟Neill (2003) emphasizes that teaching materials help a
teaching and learning process; the teaching materials must be suitable for
students‟ needs, even if they are not designed specifically for them, the teaching
materials should make it possible for students to preview and prepare their
lessons, and the teaching materials should allow for adaptation and improvisation.
In many cases, teaching materials are the center of instruction and one of the most
important influences on what goes on in the classroom.
In a language teaching, materials finally go to skills of the language, included
in teaching English as a foreign language. There are four skills which are expected
that students have in learning English; they are reading, listening, writing, and
speaking. Based on the process happening in human‟s mind mental process, these
skills are divided into two categories; they are: skills of comprehending language
and skills of producing language. The skills of comprehending language consist of
reading and listening, while the skills of producing language consist of writing
and speaking.
In language teaching, skills of comprehending language and skills of
producing language have a relationship. Before producing a language, students
need to have some vocabularies; the vocabularies are gotten in the process of
comprehending language. For example, by having an activity of reading or
listening, students will get an input data of what they have to express in term of
writing or speaking.
3
In fact, the abomination of learning English is reading a text or a passage.
Most of students are too lazy to comprehend a text through having a reading
activity. A long text or passage makes them so bored to read; furthermore, the
topic is not interesting for them; it is not related to their environment, and the text
has too-complex grammar.
Based on the writer‟s analysis of syllabus and teaching materials, particularly
for the subject of English which are used by students of a particular SMK in
Medan, it was found that the teaching materials were not specified for any certain
vocations. In fact, students who take a vocation of culinary art were taught by
using teaching materials which were unrelated to the culinary art. One of
phenomena happened is that the students were taught by using teaching materials
about Thailand culture; it was unrelated to the vocation of culinary art that the
students have. After reading the text of Thailand culture, the students were asked
to answer some questions about the text. Besides, there were some teaching
materials which were not relevant to the vocation that the students have; the
teaching materials contained of: a conversation between a receptionist of a hotel
and a guest of the hotel, a text about planting „Hydroponics: Farming without
Soil‟, etc. Actually, the students having vocation of culinary art need to study
English to support their vocation, but the English should be specialized; the
English should be relevant to the specific purpose that they have, so there will be
no gap between the English materials and what the students need about English as
an international language related to a vocational purpose that they have.
4
As an international language, English is needed for many specific purposes;
that is why there is a term of ESP (English for Specific Purpose). In practice, there
are variants of English use; depending on the specific purposes. This specification
of English use will help learners to master English as well as what they need in
term of specific purpose that they have.
In education, ESP needs to be applied. From the above explanation stating
that many students are bored in reading a text which contains unrelated topic to
their environment, it can be implied that ESP can reduce this bad condition.
Through ESP, students will find some teaching materials which are related to the
vocations that they have. Thus, it will be interesting for the students to read the
text, and finally the text will enrich the students‟ knowledge about their vocation.
In other words, by having ESP, students will learn English based on what they
need.
In Indonesia, ESP is applied for fulfilling students‟ needs. Since there are so
many vocational educations in Indonesia such as Vocational Schools and
Vocational High Schools, ESP is essential to design teaching materials in meeting
students‟ needs. Thus, when teaching English in Vocational School or other
vocational institutions, teachers should take notice of designing teaching materials
based on students‟ needs related to the vocations that the students focus on. If the
process of English teaching in a Vocational School does not apply ESP as an
approach to meet students‟ needs, there will be a condition that the English taught
to the students will be useless because of the gap between the English materials
5
and what the students need about English as an international language related to a
vocational purpose that they have.
In this case, a teacher has a responsibility to facilitate students in learning in
the classroom. As someone who knows well what students need in learning
process, a teacher has a right to take a decision about teaching materials which
will be presented to the students, teaching methods in the classroom, and
evaluation that will be had by the students. Thus, if teachers find that existing
materials do not fulfill their students‟ needs, they should develop the teaching
materials in order to meet the students‟ need; particularly for students of
Vocational School because of a certain vocation that they focus on.
From the background above, it was suggested that teachers have to develop
reading materials based on students‟ need –vocational purpose as an application
of ESP. By being provided reading materials based on a vocation that they focus
on, the students will get easier to understand the text and get more interested in
reading it.
B. The Problem of Study
Based on the background above, the problem of study is formulated as follows.
“How does teacher develop reading comprehension materials for improving
students‟ achievement?”
6
C. The Objective of Study
The objective of this study is to develop reading text materials for vocational
school.
D. The Scope of Study
The developed materials are based on students‟ need –specific purpose; the
materials will be applied in the third grade of Vocational School – Department of
Culinary Art, and the skill that will be concerned on is reading comprehension,
particularly in procedure text.
E. The Significance of Study
This research is expected useful for these people.
1.
Writer; by having this research, the writer can develop and enrich
knowledge about the importance of materials for students in learning
process, and how to develop materials in increasing students‟ achievement
on reading comprehension.
2.
Teacher; through this research, teacher can find the effect of using
authentic materials in teaching reading comprehension to students, and
teacher can get some important steps to provide authentic materials for
students.
3.
Students; through this research, students can increase their motivation and
mastery of reading comprehension by learning authentic materials which
they need based on specific purpose that they have.
7
4.
Others; this research can give them some data, sources about developing
reading comprehension materials based on students‟ need –specific
purpose.
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Reading text materials in form of procedure text which were developed for
vocational school particularly in culinary art majority are about how to make
oriental cuisine, how to make cakes, how to make beverage, and how to make
pudding. These four topics are authentic materials for students of culinary art; by
having the topics, students do not only study English, but they also enrich and
activate their prior knowledge about culinary art.
B. Suggestion
In relation to the conclusion, the suggestions are as follows.
1. It is suggested that the teacher and students use authentic teaching
materials based on the specific vocation which is had by the students.
2. It is suggested that English teacher of vocational school should provide
appropriate teaching materials for students; teacher needs to have an
ability to adapt, improve, and develop teaching materials to fulfill
students’ needs.
3. It is finally suggested that other research should conduct further studies on
developing reading materials which have a very close reference to the
students’ needs.
43
REFERENCES
Author’s Guide. 2013. BSNP: Departemen Pendidikan Nasional Ditjen
Manajemen Dikdasmen Direktorat Pembinaan SMK.
Berardo, Sacha Antony. 2006. The Use of Authentic Materials in the Teaching of
Reading. The Reading Matrix, 6 (2) 28-40.
Borg and Gall. 1985. Development Research. New York: Continuum.
Brown, H. Douglas. 2003. Teaching by Principles: An Interactive Approach to
Language Pedagogy. White Plains, NY: Pearson Education.
Harrison, C. 2002. Education and Skills. Teaching Materials, 1 (3) 25-37.
Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes.
Cambridge: Cambridge University Press.
Kitao, Kenji. 2007. Selecting and Developing Teaching/ Learning Materials. The
Internet TESL Journal, 4 (4) 4-6.
Martinez, A.G. 2002. Authentic Material: An Overview on Linguistics Issues.
Developing Teaching Materials, 2 (3) 27-38.
McDonough, Jo and Shaw, Christopher. 2013. Materials and Methods in ELT.
Great Britain: Blackwell.
Neville. Variations in Approach to Cloze Tasks. Reading Research Quarterly, 12
(1) 1976-1977.
Nurhasanah, Siti. 2012. Pengembangan Bahan Ajar Membaca dan Menulis Teks
Percakapan untuk Siswa Kelas V SD. Malang: Universitas Negeri
Malang.
O'Neill, R. 2003. Why Use TextBooks in Language Teaching. London: Oxford
University Press.
Palinscar, A.S. 2003. Reciprocal Teaching of Comprehension-Fostering and
Comprehension-Monitoring Activities. Cognition and Instruction, 1 (2)
117-175.
Schonell, Fred J. 2006. The Psychology and Teaching of Reading. London: Oliver
and Boyd Ltd.
Simbolon, Widya L. 2012. Improving Students’ Achievement in Writing
Procedure Texts by Using Videos. Medan: State University of Medan.
Tomlinson, Brian. 2010. Research for Materials Development in Language
Learning. New York: Continuum.
VOCATIONAL SCHOOL
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
Femy Septiani
Registration Number: 209421019
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGMENT
First and foremost, the writer gives the greatest thanks to the almighty
God, Allah swt, most merciful for the opportunity, health and blessing given to
her to complete her thesis in partial fulfillment of the requirements for the degree
of Sarjana Pendidikan at English Department of Faculty of Languages and Arts,
State University of Medan (UNIMED). The writer believes that without Allah
swt, she will be nothing.
On this special occasion, the writer would like to express her gratitude to
those who have assisted her in the process of completion for their moral, material,
spiritual as well as support. Sincerest gratitude addressed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Rika, S.Pd., M.Hum., the Secretary of English Department, and Dra.
Masitowarni, M.Ed., the Head of English Education Program for the
suggestions during the completion of this thesis, and also all of the
lecturers who have given through academic years.
Prof. Dr. Busmin Gurning, M.Pd., the Thesis Advisor and
Academic Advisor, who has given so many supports, patience,
guidance, and advices during the process of accomplishing this thesis.
Drs. Elia Masa Gintings, M.Hum., Dra. Meisuri, M.A., Dr.
Zainuddin, DIP.TEFL., M.Hum., thanks are given to the reveiwers
of her seminar proposal for enriching the quality of this thesis.
Buyung, S.Pd., the head master of SMK Sandhy Putra 2 Medan and
all the teachers who have helped the writer in collecting data.
Faisal Syam and Silvia Anggraini, her beloved parents, who have
patiently given moral, spiritual help, advices, financial support,
endless love and their prayer, and also her brother and sisters; Ibnu
Sina, Susan Oktaviana, and Nadiya.
All of the writer’s friends, especially to Ahmad Rifa’i Ritonga,
Finny Ameliana, Siska Indah Sari, Nur Lilianty Pardede, Ahmad
Afandi, and all of friends in regular A, B, and C 2009 in English
Department who have helped the writer to accomplish this thesis.
Medan, February 2014
The Writer,
Femy Septiani
NIM 209421019
i
ABSTRACT
Septiani, Femy. 209421019. Developing Reading Text Materials for
Vocational School. A Thesis. Faculty of Languages and Arts. State University
of Medan. 2014.
This study concerns on how reading text materials are developed for vocational
school. This study was conducted by using developmental research. The subject
of this research was class XII SMK Sandhy Putra 2 Medan consisting of 36
students. Instrumentations for collecting data were questionnaire and interview.
After analyzing the data, the writer got the students’ need in learning English in
term of vocation that they have. Based on the students’ need analysis, then it was
got some basic competences which need to be reached by the students, and based
on the basic competences, syllabus could be designed. After syllabus had been
designed, developing teaching materials was done. The developed teaching
materials were related to the vocation that the students had; it was culinary art.
The development of materials followed four stages; those were pre-development/
planning, development, evaluation, and revision.
Key Words: Develop, Reading Text Materials, Vocational School, Developmental
Research
i
TABLE OF CONTENTS
Title
Page
ABSTRACT.......................………………………………………………………
ACKNOWLEDGMENT............................................…………………………..
TABLE OF CONTENTS…………………………………………………….....
LIST OF FIGURES AND TABLES……………………………………………
LIST OF APPENDICES………………………………………………………..
i
ii
iii
v
vi
CHAPTER I: INTRODUCTION……………………………………………....
A. The Background of Study…………………….........................
B. The Problem of Study………………………………………...
C. The Objective of Study……………………………………….
D. The Scope of Study…………………………………………...
E. The Significances of Study……………………………………
1
1
5
6
6
6
CHAPTER II: REVIEW OF LITERATURE…………………………………
8
A. Theoretical Framework……………………………………….
8
1. Teaching Materials…………………………………………
8
2. Material Development……………………………………...
8
3. Reading Comprehension……………………………………
9
4. Culinary Art………………………………………………... 11
5. English for Specific Purposes (ESP)………………………. 12
6. Syllabus…………………………………………………….. 12
B. Conceptual Framework……………………………………….. 14
CHAPTER III: METHOD OF RESEARCH………………………………….
A. Research Design………………………………………………
B. Place and Time of Research…………………………………..
C. Subject of Research…………………………………………..
D. Instruments of Collecting Data................................................
E. Steps of Materials Development……………………………. .
19
19
20
20
20
20
CHAPTER IV: MATERIALS DEVELOPMENT
A. Pre-Development/ Planning……………………………….....
B. Development………………………………………………....
C. Evaluation................................................................................
D. Revision...................................................................................
23
28
37
40
CHAPTER V: CONCLUSION AND SUGGESTION……………………….
43
A. Conclusion………………………………………………...
43
iii
B. Suggestion…………………………………………………
43
REFERENCES………………………………………………………………. 44
APPENDICES.................................................................................................. 46
iv
LIST OF FIGURE AND TABLE
Title
Page
Table 4.1 Evaluation of Existing Materials...................................................
Table 4.2 Evaluation of Teaching Materials.................................................
Table 4.3 Evaluation of Assessment.............................................................
v
28
37
38
LIST OF FIGURE
Figure
Pages
3.1 The Chart on Developing Materials........................................................22
vi
LIST OF APPENDICES
Title
Page
APPENDIX A Developed Materials.............................................................
APPENDIX B Lesson Plan…………………………………………………
APPENDIX C Syllabus…………………………………………………….
APPENDIX D Existing Materials………………………………………….
APPENDIX E Students’ Score in Reading Assessment………………..….
APPENDIX F Interview Report……………………………………………
APPENDIX G Questionnaire Sheet………………………………………...
vi
46
69
77
82
93
95
99
CHAPTER I
INTRODUCTION
A. Background of the Study
Education is a formal process that is expected to improve and advance
students‟ skill which is needed by them in fulfilling their daily needs of life in the
future; at least, education can be a media for students to increase their quality in
term of knowledge. By having education, students are expected to be experts of
the subjects that they focus on, or at least, they can get a benefit of having gotten
the education by an implementation of what they have in the education. In other
words, students are expected to be able to earn their life by having an occupation
or being a professional worker which is related to the subject or specific purpose
that they focus on when taking an education.
Unfortunately, there are some facts showing that many students do not master
some lessons which they have in educational process. This evidence is a
phenomenon of unsuccessful goal of education. Actually, there are some various
factors influencing this failure of education; such as: inappropriate teaching
materials, inappropriate teaching methods, students‟ low motivation, etc.
Facing the phenomenon of education failure, the basic step to have a solution
of this is by evaluating existing teaching materials which are used in teachinglearning process; however, a teacher cannot apply any teaching methods if there
are no teaching materials because of the role of teaching materials in giving some
instructions in a teaching-learning process.
1
2
Thus, teaching material is an essential factor which influences a teaching
process in a classroom. O‟Neill (2003) emphasizes that teaching materials help a
teaching and learning process; the teaching materials must be suitable for
students‟ needs, even if they are not designed specifically for them, the teaching
materials should make it possible for students to preview and prepare their
lessons, and the teaching materials should allow for adaptation and improvisation.
In many cases, teaching materials are the center of instruction and one of the most
important influences on what goes on in the classroom.
In a language teaching, materials finally go to skills of the language, included
in teaching English as a foreign language. There are four skills which are expected
that students have in learning English; they are reading, listening, writing, and
speaking. Based on the process happening in human‟s mind mental process, these
skills are divided into two categories; they are: skills of comprehending language
and skills of producing language. The skills of comprehending language consist of
reading and listening, while the skills of producing language consist of writing
and speaking.
In language teaching, skills of comprehending language and skills of
producing language have a relationship. Before producing a language, students
need to have some vocabularies; the vocabularies are gotten in the process of
comprehending language. For example, by having an activity of reading or
listening, students will get an input data of what they have to express in term of
writing or speaking.
3
In fact, the abomination of learning English is reading a text or a passage.
Most of students are too lazy to comprehend a text through having a reading
activity. A long text or passage makes them so bored to read; furthermore, the
topic is not interesting for them; it is not related to their environment, and the text
has too-complex grammar.
Based on the writer‟s analysis of syllabus and teaching materials, particularly
for the subject of English which are used by students of a particular SMK in
Medan, it was found that the teaching materials were not specified for any certain
vocations. In fact, students who take a vocation of culinary art were taught by
using teaching materials which were unrelated to the culinary art. One of
phenomena happened is that the students were taught by using teaching materials
about Thailand culture; it was unrelated to the vocation of culinary art that the
students have. After reading the text of Thailand culture, the students were asked
to answer some questions about the text. Besides, there were some teaching
materials which were not relevant to the vocation that the students have; the
teaching materials contained of: a conversation between a receptionist of a hotel
and a guest of the hotel, a text about planting „Hydroponics: Farming without
Soil‟, etc. Actually, the students having vocation of culinary art need to study
English to support their vocation, but the English should be specialized; the
English should be relevant to the specific purpose that they have, so there will be
no gap between the English materials and what the students need about English as
an international language related to a vocational purpose that they have.
4
As an international language, English is needed for many specific purposes;
that is why there is a term of ESP (English for Specific Purpose). In practice, there
are variants of English use; depending on the specific purposes. This specification
of English use will help learners to master English as well as what they need in
term of specific purpose that they have.
In education, ESP needs to be applied. From the above explanation stating
that many students are bored in reading a text which contains unrelated topic to
their environment, it can be implied that ESP can reduce this bad condition.
Through ESP, students will find some teaching materials which are related to the
vocations that they have. Thus, it will be interesting for the students to read the
text, and finally the text will enrich the students‟ knowledge about their vocation.
In other words, by having ESP, students will learn English based on what they
need.
In Indonesia, ESP is applied for fulfilling students‟ needs. Since there are so
many vocational educations in Indonesia such as Vocational Schools and
Vocational High Schools, ESP is essential to design teaching materials in meeting
students‟ needs. Thus, when teaching English in Vocational School or other
vocational institutions, teachers should take notice of designing teaching materials
based on students‟ needs related to the vocations that the students focus on. If the
process of English teaching in a Vocational School does not apply ESP as an
approach to meet students‟ needs, there will be a condition that the English taught
to the students will be useless because of the gap between the English materials
5
and what the students need about English as an international language related to a
vocational purpose that they have.
In this case, a teacher has a responsibility to facilitate students in learning in
the classroom. As someone who knows well what students need in learning
process, a teacher has a right to take a decision about teaching materials which
will be presented to the students, teaching methods in the classroom, and
evaluation that will be had by the students. Thus, if teachers find that existing
materials do not fulfill their students‟ needs, they should develop the teaching
materials in order to meet the students‟ need; particularly for students of
Vocational School because of a certain vocation that they focus on.
From the background above, it was suggested that teachers have to develop
reading materials based on students‟ need –vocational purpose as an application
of ESP. By being provided reading materials based on a vocation that they focus
on, the students will get easier to understand the text and get more interested in
reading it.
B. The Problem of Study
Based on the background above, the problem of study is formulated as follows.
“How does teacher develop reading comprehension materials for improving
students‟ achievement?”
6
C. The Objective of Study
The objective of this study is to develop reading text materials for vocational
school.
D. The Scope of Study
The developed materials are based on students‟ need –specific purpose; the
materials will be applied in the third grade of Vocational School – Department of
Culinary Art, and the skill that will be concerned on is reading comprehension,
particularly in procedure text.
E. The Significance of Study
This research is expected useful for these people.
1.
Writer; by having this research, the writer can develop and enrich
knowledge about the importance of materials for students in learning
process, and how to develop materials in increasing students‟ achievement
on reading comprehension.
2.
Teacher; through this research, teacher can find the effect of using
authentic materials in teaching reading comprehension to students, and
teacher can get some important steps to provide authentic materials for
students.
3.
Students; through this research, students can increase their motivation and
mastery of reading comprehension by learning authentic materials which
they need based on specific purpose that they have.
7
4.
Others; this research can give them some data, sources about developing
reading comprehension materials based on students‟ need –specific
purpose.
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Reading text materials in form of procedure text which were developed for
vocational school particularly in culinary art majority are about how to make
oriental cuisine, how to make cakes, how to make beverage, and how to make
pudding. These four topics are authentic materials for students of culinary art; by
having the topics, students do not only study English, but they also enrich and
activate their prior knowledge about culinary art.
B. Suggestion
In relation to the conclusion, the suggestions are as follows.
1. It is suggested that the teacher and students use authentic teaching
materials based on the specific vocation which is had by the students.
2. It is suggested that English teacher of vocational school should provide
appropriate teaching materials for students; teacher needs to have an
ability to adapt, improve, and develop teaching materials to fulfill
students’ needs.
3. It is finally suggested that other research should conduct further studies on
developing reading materials which have a very close reference to the
students’ needs.
43
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