DEVELOPING READING MATERIALS FOR THE ELEVENTH
GRADE STUDENTS OF INFORMATION TECHNOLOGY
PROGRAM OF SMK GAJAH MADA MEDAN
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
FARIZA YUSRIZAL
Registration Number: 2123121015
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledge, this thesis is my own work, has been
expresses in my own words, and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, Agustus 2016
i
ABSTRACT
Yusrizal, Fariza. Registration Number: 2123121015. Developing Reading Materials for the Eleventh Grade Students of Information Technology Program of SMK Gajah Mada Medan. A Thesis. English Educational Program, State University of Medan, 2016.
This research was aimed to develop the appropriate reading materials for the eleventh grade students of Information Technology Program of SMK Gajah Mada Medan. Due to the result in the form of a product, this study was categorized as Research and Development (R & D) study which adapted from Borg and Gall (1989) theory with some modifications. The subject of this study was the eleventh grade students of Information Technology Program of SMK Gajah Mada Medan. In conducting this research, the procedures were gathering the data and information, conducting the need analysis, designing the first draft of materials, validating by the experts, revising the materials, and producing the final product. The instruments of collecting data were the combination of two strategies; interview and questionnaires. The interview result was analyzed as qualitative data and the questionnaires analyzed as quantitative data. These data were needs of students covering target needs and learning needs. This study developed reading materials which only focused on procedure text taught in the even semester. These materials were based on Curriculum 2013.
ii ABSTRAK
Yusrizal, Fariza. Nomor Induk Mahasiswa: 2123121015. Pengembangan Materi Membaca untuk Siswa Kelas Sebelas Jurusan Teknologi Informatika pada SMK Gajah Mada Medan. Skripsi. Program Studi Pendidikan Bahasa Inggris, Universitas Negeri Medan, 2016.
Penelitian ini bertujuan untuk mengembangkan materi membaca yang sesuai untuk siswa kelas sebelas jurusan Teknologi Informatika di SMK Gajah Mada Medan. Karena hasil dari penelitian ini berbentuk suatu produk, maka penelitian ini dikategorikan sebagai penelitian Research and Development (R & D) yang diadaptasi dari teori Borg dan Gall (1989) dengan beberapa modifikasi. Sampel dari penelitian ini adalah siswa kelas sebelas jurusan Teknologi Informatika pada SMK Gajah Mada Medan. Dalam melaksanakan penelitian ini, prosedurnya meliputi pengumpulan data dan informasi, mengadakan analisis kebutuhan, merancang materi awal, memvalidasi materi oleh ahli, merevisi materi, dan pada akhirnya menghasilkan produk akhir. Instrumen pengumpulan data meliputi kombinasi dari dua strategi, wawancara dan daftar pertanyaan. Hasil wawancara dianalisis sebagai data kualitatif dan daftar pertanyaan dianalisis sebagai data kuantitatif. Data-data tersebut merupakan kebutuhan siswa yang mencakup kebutuhan mencapai target dan kebutuhan belajar. Penelitian ini mengembangkan materi membaca yang hanya terfokuskan pada teks prosedural yang diajarkan pada semester genap. Materi ini berdasarkan Kurikulum 2013.
iii
ACKNOWLEDGEMENT
Firstly, the writer would like to thank to Allah SWT and the Prophet Muhammad SAW for the blessings, health, and opportunities during her academic year at English and Literature Department Faculty of Languages and Arts (FBS) State University of Medan in completing the thesis. The writer is also very Literature Department and her Thesis Reviewer for their encouragement and motivation during the writing of the thesis. Syamsul Bahri, S.S, M.Hum the Head of English Literature Study Program and Nora Ronita Dewi, S.Pd, S.S, M.Hum, the Head of English Education Program and her Thesis Advisor for their encouragement to complete the thesis.
Dr. Anni Holila Pulungan, M.Hum, her Thesis Advisor, who had already motivated her to finish the thesis by giving advices, supervising, giving comments and corrections during completing this thesis.
Dra. Masitowarni Siregar, M.Ed, her Thesis Reviewer, who had given her some valuable critics and suggestions to furnish her thesis.
All the Lecturers of English and Literature Department during her academic years at State University of Medan, who had taught and given knowledges, encouragement and invaluable advices to complete this thesis to her.
Euis Sri Wahyuningsih, M.Pd and Pantas the administration staff of English Department, who much helped her in the information and administration of this thesis.
Afdal Syukri, S. Kom, the Headmaster of SMK Gajah Mada Medan, who had helped her in her research.
iv
Her beloved relatives, Lia, Dedek, Rissa, Faisal, Zara, Seba, Ulfa, Rifki, aunt Farida, aunt Ernawati, aunt Upik, uncle Mizi, and the special one Barli Kifli, who had always given support, spirit, love, and joy.
Her best friends since the first year of college, Irma Andriyani Nasution, Nadya Rizki Ardhani, and her teaching practice best friend, Fiqih Novani, who had given support and spirit since the first time they met and built a friendship.
Her beloved one-step-closer fighters, Flo, Naya, Rika, Geby, Dayuk, Dika, Anggi, Inuk, Kak Ai, Sisil, Tere, Jejen, Iyes, who had fought together to finish the thesis.
Her beloved EDDC members, Septian, Amy, Isma, Neza, Cucu, Putri and Arif, who had always reminded her to do her thesis and given helps. Her all beloved friends in HMJ-BSI UNIMED and classmates in English
Education B 2012 for the support and time in motivated and accompanied her during the academic years.
Medan, August 2016 The writer
v
TABLE OF CONTENTS
Pages
ABSTRACT ... i
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... vii
LIST OF FIGURES ... viii
LIST OF APPENDICES ... ix
CHAPTER I. INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 5
C. The Objective of the Study ... 5
D. The Scope of the Study ... 5
E. The Significance of the Study ... 5
CHAPTER II. LITERATURE REVIEW ... 7
A. Theoretical Framework ... 7
1. Developing Materials ... 7
2. Reading ... 8
a. The Nature of Reading ... 8
b. Reading Materials ... 9
3. Genre-based Approach ... 10
4. English for Specific Purposes (ESP) ... 17
a. The Nature of ESP ... 17
vii
c. The Classification of ESP ... 21
d. Course Design ... 22
B. Relevant Studies ... 29
C. Conceptual Framework ... 32
CHAPTER III. RESEARCH METHODHOLOGY ... 34
A. Research Design ... 34
B. Subject of the Study ... 34
C. Instrument of Data Collection ... 34
D. Technique of Collecting Data ... 35
E. Technique of Data Analysis ... 35
F. The Procedures of Materials Development ... 35
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS ... 38
A. Research Findings ... 38
1. Gathering data and information ... 38
2. Need analysis ... 38
CHAPTER V. CONCLUSIONS AND SUGGESTION ... 57
A. Conclusions ... 57
B. Suggestion ... 57
REFERENCES ... 59
vii
LIST OF TABLES
Pages
Table 4.1. The Appropriateness of the Students’ Textbook ... 39
Table 4.2. The Students’ Experience of Using Related Reading Materials Related to Their Program ... 39
Table 4.3. The Reason of Learning English ... 40
Table 4.4. The Use of English ... 40
Table 4.5. The Place of English Use ... 40
Table 4.6. The Needed Skill ... 40
Table 4.7. The Students’ Interest ... 41
Table 4.8. The Students’ English Level of Proficiency ... 41
Table 4.9. The Students’ English Skill Difficulties ... 41
Table 4.10. Tendency of Using English ... 42
Table 4.11. The Topic of Interest ... 42
Table 4.12. The Students’ Expectation of Reading Mastery ... 42
Table 4.13. The Learning Sources Preference ... 43
Table 4.14. The Reading Input Preference ... 43
Table 4.15. The Number of Words of Reading Text Preferred ... 43
Table 4.16. The Reading Activity Preference ... 44
Table 4.17. The Vocabulary Input Preference ... 44
Table 4.18. The Grammar Input Preference ... 44
Table 4.19. The Teacher Language Preference ... 44
viii
LIST OF FIGURES
Pages Figure 2.1. Classification of ESP proposed by Hutchinson & Waters (1986) ... 22
Figure 2.2. The materials design model by Hutchinson & Waters (1986) ... 26
ix
LIST OF APPENDICES
Pages
Appendix A. Existing Materials ... 60
Appendix B. Need Analysis Questionnaires ... 67
Appendix C. Expert Judgment Instrument ... 71
Appendix D. Final Materials ... 79
Appendix E. Syllabus ... 92
1 CHAPTER I INTRODUCTION
A.The Background of the Study
Recently, Indonesian government incessantly develops vocational schools
in order to decrease the number of unemployment. Vocational schools are
considered as a way to prepare students’ readiness and capability to face the real
job life directly. It is proven that without having a college, alumnus of vocational
school has skills in their job field. In vocational schools, students decide their
major they want and taught based on the major materials specifically so that they
really master on their future job fields.
As one of the compulsory lesson in the vocational school, English is
needed to be mastered. It is not deniable that English will support the students to
get better jobs since English is an international language. By mastering English,
students can calibrate their knowledge and competitiveness in the world scale. The
English materials taught to vocational school students will be different with the
elementary school, junior high school, or even senior high school students. It is
influenced by the purposes which students want to achieve. Elementary school,
junior high school, and senior high school still implement the idea of English for
General Purposes (EGP), while vocational school implements the idea of English
for Specific Purposes (ESP). It is engendered by the students of vocational school
have a specific purposes in learning English. Factually, the students’ needs of
2
involves teaching and learning the specific skills and language demanded by
particular learners for particular purposes” (Day & Krzanowski, 2011).
In learning English, there are four skills that the students need to be
mastered, namely listening, speaking, reading and writing. Amirian & Reza (2013)
clarify “certainly, if we consider the study of English as a foreign language around
the world, the situation in which most English learners find themselves, reading is
the main reason why the students learn the language”. It shows that reading is the
most essential skill which the students need to learn before learning others skill.
Without having a solid skill in reading, students will fail to master listening,
speaking and writing skills.
In having a solid reading skill, the crucial thing needs to be concerned is
the reading material. The failure of choosing it will bring the students to the wrong
guidance. Nuttall (1996) asserts that there are three main criteria of choosing the
texts to be used in the classroom; they are suitability of content, exploitability and
readability. Each textbook used in the classroom should cover the three criteria of
choosing texts to gain the students’ motivation and meet their needs, to ease the
students function the reading based on their purposes, and to adjust the students’
level of language proficiency. In the vocational school, it is applied in the form of
the textbook given. The textbook provides some reading materials which deal with
the students’ level of grade and the students’ need of English. It is expected to be
able to function in improving the students’ skills and achievements. Also, the
3
vocational school, it must be based on the students’ major to make sure English
reading material will support their future jobs.
But what is happening nowadays is the reading materials don’t support the
students’ future job. It is proven by the primary observation done by the writer in
SMK Gajah Mada Medan showing that reading materials for them are exactly
what the senior high school students use. They use “Buku Bahasa Inggris”
published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud, in 2014.
Although we know, the vocational school has a specific purpose while senior high
school has the general one as well as the needs of each school must be different.
The reading materials of Information Technology Program should talk about
English used in the computer while the textbook applies the general one. It is
proven by the data taken by the writer in which one of the reading materials, genre
of procedure text, is not related to computer. The data is as follow:
“Steps/Methods
- First, wash the oranges and put them on a cutting board. - Then, cut the oranges into halves.
- After that, prepare the handheld juicer and put the oranges on the juicer and squeeze them one by one.
- Continue doing this till all oranges have been juiced.
- If you want your juice without pulp, use the sieve to take out all the pulp.
- Now, add 2 teaspoons of sugar and a pinch of cinnamon if you want and stir till the sugar and cinnamon has completely dissolved.
- Finally, your orange juice is ready to be served.”
The data shows that the reading materials are appropriate to the culinary
program but inappropriate to information technology program. The students find it
4
The result is they are not enthusiastic and interesting to learn the reading materials,
simply because they think it will not affect their major and future job
In this research, the writer puts fully concern to eleventh grade of
Information Technology Program students. The students complained that the
textbook is hard to be understood and consists of unfamiliar words. Goodman and
Wang (2013) describe “choosing an appropriate textbook is a major responsibility,
insofar as the textbook has a significant influence on students’ meeting their
language learning objectives and therefore can be said to affect both the process of
learning and its outcomes”. Factually, the textbook provides reading materials
which different to their major field and do not support the students’ future job. As
the result, they put less motivation, want and interest in learning English.
“Teachers who work with these students often find that existing curricula
and instructional materials do not properly address the students’ needs in reading”
(Seright and Thompson, 1986). The teacher also finds it hard to teach the students
using the textbook since it doesn’t support the students’ needs. If this keeps going
on, the teacher will take a long time to teach the students first about the materials
to make sure they comprehend the text. Yet, it will not run effectively in teaching
learning process.
The only one solution for this problem is developing appropriate reading
materials to the students of Information Technology Program of SMK Gajah Mada
Medan. The development of the reading material is based on the students’ needs
and supports their future jobs which hopefully will increase the students’
5
B.The Problem of the Study
Based on the background of the problem above, the problem of the study is
formulated as follows: “What reading materials are appropriate for the eleventh
grade students of Information Technology Program of SMK Gajah Mada Medan?”
C.The Objective of the Study
The objective of this study is to develop the appropriate reading materials
for the eleventh grade students of Information Technology Program of SMK Gajah
Mada Medan.
D.The Scope of the Study
This study will cover the developing of English materials specifically in
reading materials. These recommended materials will be relevant to the capacity of
the learners and the curriculum implemented for even semester of eleventh grade
of Information Technology Program in SMK Gajah Mada Medan. These materials
are developed based on the needs analysis of the learners which will support their
future job. They also will be limited to only procedures texts since this genre will
be taught in the even semester.
E.The Significance of the Study
The findings of the study are expected to give theoretical and practical
6
1. Theoretically, the findings of the study will extend and enrich the
horizons in theories which related to the areas on how to develop
reading materials to English for Specific Purposes learners.
2. Practically, the findings of the study can be the recommended reading
materials for the students of SMK Gajah Mada Medan, as it motivates
their enthusiasm and based on the their future job. Besides, it will ease
57 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, the writer draws the conclusion that the students’
existing reading materials are inappropriate with their program since the materials
are too general and not related to their program. They find it difficult to
comprehend the passage and the vocabularies which eventually bring them to be
passive learners. They want to have topics or themes of passages which are
appropriate to their program, Information Technology Program, in order to ease
them in comprehending the materials. The solution for them is by developing new
reading materials. These new materials are based on their program which consist
of passages about computer and animation software as well as validated by
experts.
B. Suggestions
Based on the above conclusions, the writer suggests that stakeholder,
teacher and the students should do the need analysis regularly to meet the most
appropriate and best materials for the students. Due to ESP is always followed by
the need analysis to relate the students’ needs with the materials. Also, the
materials should be based on the students’ program as well as continuously
57 REFERENCES
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