i
A STUDY ON DEVELOPING MATERIALS IN TEACHING
ENGLISH FOR THE SECOND GRADE STUDENTS AT
KOTAANYAR VOCATIONAL HIGH SCHOOL,
PROBOLINGGO.
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education Department
By: IDA LESTARI 201110100311168
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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MOTTO AND DEDICATION
MOTTO
Bismillahirrohmanirrohim
“
barang siapa yang keluar untuk mencari
ilmu, maka ia berada di jalan Allah hingga ia
kembali”
“I’m not clever, I’m just not afraid to try”
DEDICATION
This Thesis dedicated to:
My Beloved Father Muriman and Mother Seniya for their praying,
support and love.
My beloved brother Indra Setya for hugging me when I was stress.
My Big Family for their good advises and their love.
ACKNOWLEDGEMENTS
Alhamdulillahirobbil „alamin, first and foremost the writer wants to praise
and grateful to Allah SWT for giving health, affection and blessing and also
sholawat to his prophet Muhammad SAW for guiding her from darkness to the
brightness. The writer also would like to express her deepest gratitude to Drs.
Jarum, M. Ed her first advisor for his kindness in giving suggestion, guidance and
advice during the consultation period and comments and corrections during
finishing this thesis; Dra. Thathit M. Andini, M. Hum. her second advisor for
giving her the constructive comments in making the thesis better and for the
motivation and support; and to all lectures and examiners at the English
Department, for teaching her a lot of things.
Her biggest appreciation refers to her family, her beloved mother Seniya,
father Muriman, brother Indra, Sofi and Iif, her grandma and grandpa, her three
aunts, who always pray and support her in happiness and sorrow and give love,
support and motivation.
Finally, her sincere gratitude goes to everybody that cannot be mentioned
one by one who had helped her finish thesis. Thanks a lot for the supports,
advices, critism and jokes. Eventually, may Allah SWT always keep them in save
and peace condition and also give them the appropriate rewards, AMIN!
Malang, 4 May 2016
Writer,
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TABLE OF CONTENTS
TITLE ... i
APPROVAL BEFORE DEFENSE... ii
APPROVAL AFTER DEFENSE... iii
STATEMENT OF WORK’S ORIGINALLY... iv
MOTTO AND DEDICATION... v
CHAPTER II REVIEW OF RELATED LITERATURES 2.1 Teaching Vocational English... 8
3.3 Research Instruments ... 17
CHAPTER IV FINDING AND DISCUSSION 4.1 Findings... 22
4.1.1 Material Development... 22
4.1.1.1 Design... 23
4.1.1.1.1 Considering The Syllabus for XI Light Vehicle Engineering Class………... 23
4.1.1.1.2 Developing The Content of Material... 24
4.1.1.1.3 Considering The Principles of Material Development... 28
4.1.1.1.4 Considering The Students’ Characteristic... 30
4.1.1.2 Implementation………... 31
4.1.1.3 Evaluation…………... 32
4.2 Discussions………... 34
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 38
5.2 Suggestions ... 39
5.2.1 Suggestion For The English Teacher ... 39
5.2.2 Suggestion For Students ... 39
5.2.3 Suggestion For The Future Researcher... 40
REFERENCES
ix Appendix 1 Lesson Plan
Appendix 2 Interview Guideline
Appendix 3 Result of Interview
Appendix 4 Observation sheet
Appendix 5 Observation Checklist
Appendix 6 Questionnaires
REFERENCES
Abdullahi. 1993. “Preservice Skill Needs for Increasing Employability of Technical College Graduates.”Retrieved from http://en.wikipedia.org/wiki/ skill needs. Accessed: Oct 12, 2015, 8 pm.
Agustina, Mira. 2015. “The Eligibility of The Content of English TextbookUsed by The Fisrt Grade of Tourism Department at Vocational High School.” Unpublished Thesis of University of Muhammadiyah Malang.
Ary, Donald. 2002. “Introduction to Research in Education.” Sixth Edition. New York
Azizah, Ika Nur. 2014. “Technique of Teaching Vocabulary Used By The Teacher In SDN 01 Sidorejo, Probolinggo.“ Unpublished Thesis of University of Muhammadiyah Malang
Cresswell, John W.. 2003. “Research Design.”United State: Sage Publications
Crystal, David . 2003. “English as A Global Language.” New York: Cambridge University Express.
Dick, W. and Carey, L. 1990. “The Systematic Design of Instruction. “ Third Edi- tion. Tallahassee: Harper Collins Publishers.
Faridi, Abdurrachman. 2008. “Pengembangan Model Materi Ajar Muatan Lokal
Bahasa Inggris di Sekolah Dasar Jawa Teangah yang Berwawasan sosiokultural. Unpublisd Disertasi Pascasarjana Universitas Negeri Semarang.
Gatehouse, Kristen. (2001). http://iteslj.org/. “Key Issues in English for Specific Purposes (ESP) Curriculum Development.” The Internet TESL Journal, Vol. VII, No. 10, October 2001.
Harsono (2007), “Developing Learning Materials For Specific Purpose.” TEFLIN Journal, Volume 18, Number 2. Jakarta: Universitas Katolik Atma Jaya.
Hutchinson, Tom dan Alan Waters. 1987.” English for Specific Purposes: A Learner- Centered Approach.” Cambridge: Cambridge University Press.Nunan.
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Nunan, D. 1988. “The Learner-centred Curriculum. Cambridge.” Cambridge University Press.
Peter, Smagorinsky (2008), “ Teacher Education.” Journal of Teacher Education Volume 59 Number 5”. Sage Publication.
Sudajitapa, Melada. 2008. “Systematising EAP Materials Development: Design, Evaluation and Revision in a Thai Undergraduate Reading Course.” Unpublished Thesis of University of Edinburg.
Sugirin. 2011. “Pengembangan Materi Ajar Bahas.” Unpublished Thesis of Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta
Tomlinson, Brian. 1998. “Materials Development in Language Teaching.” United Kingdom: Cambridge University Espress.
CHAPTER I
INTRODUCTION
This chapter presents the (1) background of study, (2) statement of problem,
(3) purpose of study, (4) significance of study, (5) scope and limitation, and (6)
definition of key terms. Each section is presented as follows.
1.1 Background of the Study
English has been known as global language. Many countries make it into
second language and foreign language. It shows that English language has important
role in these countries. Crystal (2003) argued, a language achieves a genuinely global
status when it develops a special role that is recognized in every country. English has
proven it, not a few of countries use it. Many countries learn to speak English in order
to communicate with other people from different country. So, all of people from
different countries can communicate each other by speaking the English. This role
makes English known as Global language that is a language used by all of people in
any countries. For this case, almost all countries try to teach their citizen about
English to make them able to compete with another country, even in social, economic
and education.
Indonesia is one of countries that put English as a foreign language. Indonesia
also tries to teach their citizen, especially young generation or students, about English
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English is a lesson that has been recognized as the important subject has to be learned
by any students in any level of school. English not only becomes a subject to be
learned in a school, but also needed to face global future which is as a tool of
communication later. So, there is no doubt in teaching English because teaching
English to students is a must.
In Indonesia, English is a compulsory subject in elementary school, Junior
High School, senior high school and university. Each level of schools has its own
criteria in teaching English. Besides, English is also taught in another type of school
such as Vocational High School. This kind of school is equivalent with Senior High
School, but the lessons which are taught have different focuses because of the type of
school itself. Based on Decree of Education System in Indonesia number 20, 2003
section 15, Vocational education is a high school which prepares the students
especially for working in certain field. The material that is taught in Vocational High
School is called as English for Specific Purposes. ESP is different from teaching
general English, because as the terminology, English for specific purposes are
teaching English for certain purposes. The purposes are designed based on the
concentrate of the students in that school. In the other words, students in
telecommunication class will be taught English related to telecommunication; and
students in technical class will be taught English related to technical. In essentials,
Vocational High School is one of school stages that has a purpose to prepare
the students to be ready to work. Vocational education is expected among other
things to assist students to acquire relevant occupational and technical skills, prepare
for future occupations, and make successful transition from school to world of work
(Abdullahi, 1993). Based on the statement above, English in Vocational High School
is expected to be able to give anything needed by the students to work after graduate
from the school. The way of the teacher’s teaching is not different with the teachers
in another type of school do, but the difference is in the materials development
because practices become the priority in this kind of school. Therefore it has its own
way in developing the materials for teaching, in which the materials will supply the
students in their job later.
Teaching vocational English in Vocational High School also has certain book
as the sources. However, not all textbooks are good or appropriate with the students’
needs. As some teachers usually do, only one textbook is not enough for teaching. So,
teachers need to develop the materials before teaching. As Agustina (2015) found in
the previous study, the content of English textbook for teaching at Vocational High
School presented all of the minimum criteria of a good textbook. However, it was
found that there were misplace and inappropriateness materials that were found in
several units of the textbook. If the teacher follows the textbook only, the students
may will find confusion in learning that materials. As Agustina explained, there were
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teacher’s duty to develop the materials in such finding another sources that more
appropriate with the students’ needs.
Just like what Masuhara (in Thomlinson, 1998) said, teachers can even be said
to be the central figures in materials development, for they are the ones who select
materials (or, at least have some influence in the selection process), who actually
teach the materials and who sometimes have to rewrite materials. Agustina’s finding
is also supported by Trisyanti (2003), her study found that some EFL teachers spend
a great deal of time searching for textbooks appropriate to their learner’s needs. But
teachers usually discover that the chosen textbook does not contain exactly what their
students require. This finding explains that how hard it is to find a good textbook for
teaching. Furthermore, Faridi (2008) found in the previous study that in developing
material, teacher need to accommodate the the sociocultural aspects when designing
the material. So, in addition to find a good textbook, teacher also needs to develop the
material based on the students’ characteristics by analyzing their sociocultural, daily
habit, and what the students’ prefer to in learning English.
Talking about Material Development, a teacher has to find clear definition
first what is meant by Material Development itself. Material Development means
developing the material which is not only use one source for teaching but using any
kinds of another material that can be used. As Tomlinson (1998) states, Materials
Development refers to anything which is done by writers, teachers or learners to
maximize the likelihood of intake. Based on the Tomlinson’s statement, Material
Development is one of important thing that should be designed by the teacher before
teaching. He said that materials development means anything, so it can be another
sources than textbook only. In a case, teacher teaches reading for the students by
using textbook of reading materials. It is not enough if only use the textbook, the
teacher can give the students a piece of English news paper for them to read, because
news paper is an authentic material that they can find everyday in their daily life.
Donowan (in Thomlinson, 1998) is in line with Tomlinson, he said that rather than
trying to arrive at a final, definitive state for materials, such development is often a
continuing open-ended process of refinement.
Based on the background, it is necessary for the researcher to study about the
material development in teaching English for the second grade students at Kotaanyar
Vocational High School, Probolinggo. It studies about how the teacher develops the
material in teaching the English. This school is chosen as the subject of the study
because though the teacher did not graduated from Faculty of Teacher Training and
Education, the materials for teaching are received in well by the students.
1.2 Statement of the Problems
Based on the background of the study, the problems are formulated as
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1. How does the teacher develop the materials in teaching English for the second
grade students at Kotaanyar Vocational High School, Probolinggo?
2. How are the students’ responses toward the materials that are developed by the
teacher in teaching English for the second grade students at Kotaanyar Vocational
High School, Probolinggo?
1.3 Purpose of the Study
Related to the statement of the problems, the purposes of this study are:
1. To know how the teacher develops the materials in teaching English for the
second grade students at Kotaanyar Vocational High School, Probolinggo.
2. To know how the students’ responses toward the materials that are developed by
the teacher in teaching English for the second grade students at Kotaanyar
Vocational High School, Probolinggo.
1.4 Significance of the Study
The study is expected as an additional knowledge in Developing Materials in
teaching English for teacher and also the next researcher. The researcher hopes that
the teacher will develop the materials carefully based on the goals of the teaching
level that prepares the students to be ready to work then. Besides, the teacher is also
hoped that he/she will give so much attention to the students’ responses toward the
developing materials in teaching English in Vocational High School. For the next
researchers, hopefully, they will gain new knowledge of this study.
1.5 Scope and Limitation of the Study
Based on the background of study, the researcher analyzes the materials’
development in English class, focusing on how the teacher develops the materials and
the students’ response towards the materials. This study is limited to the second grade
students for semester I at Kotaanyar Vocational High School, Probolinggo.
1.6 Definition of the Key Terms
1. “Vocational High School is a form of education whose primary purpose is to prepare persons for employment in recognized occupation.” (Okoro, 1993: 4).
2. “English for Specific Purposes is English that is not taught as a subject separated from the students’ real world; instead, it is integrated into a subject
matter area important to the learners.” (Fiorito, 2005: 1).
3. “Material Development is anything which is done by writers, teachers or learners to provide sources of language input and to exploit those sources in
