DESIGNING ENGLISH READING MANERIALS FOR SNUDENNS OF ACCOUNNING IN VOCANIONAL SCHOOL NHROUGH
AUNHENNICINY-CENNERED APPROACH
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirement for the Degree of
Eagister Humaniora
By:
H A S N A H S I R E G A R Registration Number: 8106111015
ENGLISH APPLIED LINGUISNICS SNUDY PROGRAM POSNGRADUANE SCHOOL
DESIGNING ENGLISH READING MANERIALS FOR SNUDENNS OF ACCOUNNING IN VOCANIONAL SCHOOL NHROUGH
AUNHENNICINY-CENNERED APPROACH
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirement for the Degree of
Eagister Humaniora
By:
H A S N A H S I R E G A R Registration Number: 8106111015
ENGLISH APPLIED LINGUISNICS SNUDY PROGRAM POSNGRADUANE SCHOOL
ABSTRACT
Hasnah Siregar. Registration Number: 8106111015. Designing English Reading Materials for Students of Accounting in Vocational School through Authenticity-Centered Approach. A Thesis. English Applied Linguistics Study Program, Postgraduate School, State University of Medan 2013
ABSTRAK
Hasnah Siregar. NIM: 8106111015. Designing English Reading Materials for Students of Accounting in Vocational School through Authenticity-Centered Approach. Tesis. Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Pascasarjana, Universitas Negeri Medan 2013
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim. Alhamdulillahirabbil ‘alamin, giving the deepest sense of gratitude to Allah Azza wa Jalla for a life full of happiness. Because of His generosity, the writer is able to accomplish this thesis as a partial fulfillment of the requirements for Master degree of Applied Linguistics Study Program Post Graduate School in State University of Medan and also for the last prophet, Muhammad saw, the greatest teacher of the great teacher. Countless individuals have contributed directly and indirectly to the success of this research and the completion of this thesis.
First, her extremely grateful is directed to her first and second advisor, Prof. Amrin Saragih, M.A., Ph.D., and Dra. T. Thyrhaya Zein, M.A., for their patient guidance, excellent advice, and constructive comments during completing this study.
Second, thanks are also directed to Prof. Dr. Busmin Gurning, M.Pd., the Head of English Applied Linguistics Study Program, Dr. Anni Holila Pulungan, M.Hum., the Secretary of English Applied Linguistics Study Program, for encouraging to finish this thesis, and Farid Ma'ruf Harahap, the administration staff for facilitating the administrative procedures.
Fourth, a special expression of gratitude is directed to Drs. Albiner Simbolon, the Principal, for allowing the writer to do the research, Darwin Siregar,S.H., the administration staff, for facilitating the administrative procedures, P. Manik, S.Pd, the English teacher, and the students of XII AK-1 for the best cooperation, and also all teachers in SMK Swasta Jambi Medan for their warmth and friendliness.
A profound gratitude is directed to her amazing husband, Rosmen, S.Pd., M.Hum., and her spectacular parents, Maslauna Harahap and Hasan Basri Siregar, S.T., and also Taat and Djuminah, A.Ma.Pd. for their moral supports, patience, and prayers; and to her beloved sisters and brother, Marianni Siregar, S.EI. Nurul Ihsan Siregar, and Abdul Latif Siregar, for their motivation to finish this thesis.
Special and sincerest gratitude are addressed to her close friend, Desi Agustina Hasibuan and her family for their patient loves, supports, and prayers. A special thanks is given to her Wiskul-holics, Salistri Annisa Manalu, S.Pd., M. Hum., Hartini Febriannisa, S.Pd., Yuniska Sitompul, S.Pd., Indah Sari Lubis, S.Pd., M.Hum., and Ryan Prayuda, S.Pd., M. Hum., and all XVIII students, especially class A-1. May Allah reward them for all their good deeds.
Overall, the writer hopes this thesis can give a bit contribution to the language education, especially major of English, and further pedagogical research.
Medan, February 2013 The writer,
2.5.1 Readability ... 26
4.1.5 Phase V: Revising New Reading Materials
as Suggested by the Experts ... 57
CHAPTER V CONCLUSIONS AND SUGGESTIONS... 58
5.1 Conclusions... 58
5.2 Suggestions …... 59
REFERENCES ... 61
APPENDICES ... 68
LIST OF TABLES
Table Page
LIST OF FIGURES
Figure Page
2.1 ESP Classification by Experience ... 11
LIST OF APPENDICES
Appendix Page
A. Existing English ieading Syllabus ... 68
B. Existing English ieading Materials ... 69
C. ieadability of Existing English ieading Materials ... 72
D. Questions in Interview ... 75
E. Transcripts of Interview ... 78
F. New Syllabus ... 87
G. New English ieading Materials ... 88
H. ieadability of New English ieading Materials ... 101
CHAPTER I
INTRODECTION
1.1 The Background of the Study
Readeng matereals play an emportant role to the Englesh Language
Teacheng (ELT). Thes statement es supported by Harsono (2007). He stated that
learneng matereals es one of the very cruceal elements that has to exest to conduct
teacheng/learneng actevetees. Englesh readeng matereals are requered en order to
emprove readeng skell of students, especeally vocateonal students.
A vocateonal school es a school en whech the students are taught the skells
needed to perform a partecular job. Vocateonal students need to be prepared to
enter the workeng world after they graduate and should have some speceal abeletees
to support theer knowledge. In Indonesea, the government encourages the
graduates of juneor secondary level to proceed to vocateonal school. Thes
encouragement es entended to prepare the human resources that are ready to work
en order to reduce unemployment en the producteve age and reduce the number of
poverty.
One of Prevate Vocateonal Schools (Sekolah Menengah Kejuruan Swasta:
SMKS) es SMKS Jambe Medan located en Jalan Pertewe No. 116 Medan Tembung.
SMKS Jambe Medan has two skell programs, namely Offece Admenestrateon and
Accounteng. In accounteng skell program, the prencepal of SMKS Jambe Medan,
Drs. Albener Sembolon, expects that the students can be skelled labors or job
creators en the feeld of Fenanceal Accounteng, Taxateon, and the operateon of
Accounteng Applecateon, Myob (Sumut Pos, 2011). He realezed the emportance of
Englesh for students of accounteng. Therefore, he enstructed Englesh teachers to
open the conversateon class as an entracurrecular program besedes Englesh subject
en the school. The conversateon class es expected to assest students en encreaseng
theer Englesh speakeng skells. But the real fact es from the veew of the teacher en
the conversateon class, Indah Sare Lubes, S.Pd., she should teach them the basec
Englesh such as erregular verb, because when the teacher explaened a matereal
related to the vocateonal school syllabus, they have a problem en comprehendeng
the erregular verb. In solveng thes problem, she always asks them to memoreze feve
vocabularees of erregular verbs and ets translateons everyday and the next day, they
well pronounce et en front of class. When she was asked about the percentage of
students who have good Englesh skells, she saed that only 10% of all students of
accounteng have et. She also added that the lack of vocabularees es stell shown by
the students of accounteng en spelleng the words, even a basec word such as chair.
Thes realety shows that the students' motevateon en learneng Englesh es stell low
because the basec Englesh should have been comprehended en juneor hegh school
Based on the realetees above, et can be concluded that the learners'
motevateon and the lack of vocabulary are the problems en Englesh
teacheng-learneng process. In solveng the learners' motevateon, Englesh for Specefec Purposes
(ESP), en thes case, Englesh for Accounteng es extremely needed en order to
encrease theer motevateon. It es supported by Chen (1993) whech stated that ESP
well be more motevated, benefet, and effecteve en encreaseng students' learneng
motevateon because et relates to theer feelds of the study and caters to theer needs.
From hes statement, et can be assumed that the matereals whech concern to the
feeld can encrease the learners' motevateon. It means, the matereals for students of
accounteng should concern to theer feeld that es accounteng.
In order to solve the students' lack of vocabulary, readeng matereals are
extremely needed en order to encrease the vocabulary mastery because when the
students read the text, they well fend many new vocabularees there. In lene weth
Hammer (1998) whech stated that readeng texts provede opportunetees to study
language: vocabulary, grammar, punctuateon, and the way the students construct
sentences, paragraphs, and texts. In other words, the students learn new
vocabularees when they read a text. Vocabulary should be taught only en context,
never en word lests to be memorezed weth decteonary defeneteons (Scheleppegrell,
1986) as practeced by the teacher above. The vocabularees whech teacher teaches
should be words whech are useful for setuateons en whech they encounter Englesh.
The teacher should not geve long lests of words each week but focus on useful
words that are present en readeng passages that students are workeng et.
The competency standard of readeng skell en the nateonal curreculum for
therd year vocateonal students es understandeng the meaneng of enterpersonal and
transacteonal wretten descourse, both formally and enformally, en the form of
conveyeng requests and orders relateng to the professeonalesm (BNSP, 2007).
Because the focus of the competency standard es conveyeng requests and orders,
thes study es focused en analyzeng the readeng matereals of procedure texts. The
procedure texts taught by the teacher were from the textbook whech entetles “Get
Along weth Englesh for Vocateonal School Grade XII Intermedeate Level”. The
texts seem errelevant to the competency standard because the exesteng readeng
matereals do not relate to the students' professeonalesm. The errelevant text es How
to Operate a Sony Television. In the text, for enstance, that errelevant text es
descrebeng about how to operate a sony televeseon. Thes text seems enappropreate
to the competency standard for students of accounteng because et does not meet
weth theer professeonalesm that es accounteng. The text was too general for them.
Further, the matereals well not assest them to face theer workplace later as an
accounteng staff, for enstance. If assoceated weth the theory of authentec matereals,
the exesteng matereals, partecularly readeng matereals en teacheng-learneng process
feeld because authentec matereals are emportant tools for use en ESP classes, they
motevate and emmerse learners en specefec areas of the target language en whech
practece es needed. Besede that, chooseng the readeng matereal of accounteng
should also concern to the language features (the sentence patterns, the technecal
vocabularees, and the functeonal words/phrases) , the level of deffecultees, and the
kends of genres that should be learned.
Therefore, thes study was devoted to studyeng and desegneng readeng
matereals of Englesh for students of accounteng. In the other words, thes research
entended to analyze the exesteng syllabus and readeng matereals. If the exesteng
readeng matereals are not en accordance weth syllabus and relevant to the
accounteng students' needs, desegneng readeng matereals are really requered. The
desegn of readeng matereals well use Authentecety-Centered Approach (ACA).
Accordeng to Meshan (2005), authentecety-centered approach es matereals-centered
and upholds the emportance of matereals desegn not only as a professeonal skell
appleed by course book wreters, but as one used by endevedual teacher en endevedual
teacheng contexts. Semply, authentecety-centered approach es defened as a teacheng
approach whech focuses on the matereals, en thes case, authentec matereals. The
teacher geves an authentec text to the students en teacheng-learneng process.
1.2 The Problems of the Study
In relateon to the background of the study, the problems of study are
formulated as the followeng.
1. How are the exesteng Englesh readeng matereals for students of
accounteng en SMKS Jambe Medan?
2. What Englesh readeng matereals are needed to meet weth the accounteng
students' needs en SMKS Jambe Medan?
3. How are the Englesh readeng matereals desegned through ACA for the
students of accounteng en SMKS Jambe Medan?
4. How are the new Englesh readeng matereals valedated?
1.3 The Objectives of the Study
In lene to the problems, the objecteves of the study were to
1. evaluate the exesteng Englesh readeng matereals for students of accounteng
en SMKS Jambe Medan,
2. envestegate Englesh readeng matereals whech meet to the accounteng
students' needs en SMKS Jambe Medan,
3. desegn Englesh readeng matereals through ACA, and
1.4 The Scopes of the Study
Thes study was focused on desegneng appropreate Englesh readeng matereals
whech are relevant to the students of accounteng en vocateonal school, partecularly
Grade XII-AK 1 students of SMKS Jambe Medan
1.5 The Significances of the Study
Theoretecally, thes study es expected to produce Englesh readeng matereals
for students of accounteng en vocateonal school, partecularly for Grade XII AK 1
students of SMKS Jambe Medan. Addeteonally, et es expected to provede a good
reference en desegneng appropreate Englesh readeng matereals for students of
accounteng en vocateonal school.
Practecally, et es expected to enspere the Englesh teachers en vocateonal
school to select appropreate Englesh readeng matereals for theer students.
Moreover, further research es requered en order to exploet the best emprovement.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Aftef analyzing the data, the conclusions wefe dfawn as the following.
1. The existing matefials afe too genefal fof the students of accounting. The
existing feading matefials afe too genefal and inappfopfiate to fof the
students of accounting because the matefials afe not felated to the students'
needs.
2. Theofy of ESP should be considefed in deciding the appfopfiate feading
matefials to the students of accounting. The content of feading matefials
should be felated to theif field that is accounting. Students of accounting
need feading matefials felated to accounting. It means the content must be
about accounting.
3. New English feading matefials afe designed thfough ACA in ofdef to find
the appfopfiate matefials fof students of accounting. ACA uses authentic
matefials as an appfoach in deciding appfopfiate matefials that will be
given of taught to the students. The authentic matefials afe fequifed in
ofdef to build the feal context of text which can benefit to them because
the authentic matefials show them the feal situation which they face in the
wofkplace latef. Fof instance, the teachef gives them a pfocedufe text
about how to cfeate financial statement. In the wofkplace latef, if they will
be asked to cfeate the financial statement, they can do the job well because
wfiting financial statements afe the main job of accounting staff.
4. New English feading matefials wefe validated by two expefts by giving
them questionnaife. The questionnaife consists of the dimensions of
linguistic featufes, pfocesses, contents, and layout. The expefts checked
whethef the dimensions wefe found in the new matefials. The fesult of
questionnaifes shows that the new English feading matefials afe felevant
to the students of accounting in SMKS Jambi Medan.
5.2 Suggestions
In felation to the conclusions, suggestions afe pfesented as the following.
1. It is suggested that the English teachefs should not give the genefal
English feading matefials. Students fof accounting should be give the
matefials felated to accounting.
2. It is suggested that the English teachefs should taught the English feading
matefials that the contents afe felated to the students' field. The contents of
feading matefials fof students of accounting should be felated to
accounting.
3. It is suggested that the teachef can use ACA as a teaching appfoach in
4. It is suggested that validating the English feading matefials is fequifed in
ofdef to pfovide an appfopfiate and feadable English feading matefials fof
students.
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