DESIGNING ESP TEACHING MATERIALS
FOR STUDENTS OF ACCOUNTING DEPARTMENT OF
AL-AZHAR UNIVERSITY MEDAN
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By :
SAFRIZAL
Registration Number: 082188310059
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL
ii
ABSTRAK
Safrizal. Nomor registrasi 0821883159. Rancangan materi pengajaran bahasa Inggris secara khusus untuk para mahasiswa jurusan Akuntansi di Universitas Al-Azhar Medan.
Tujuan dari penelitian kwalitative ini adalah mengidentifikasi kemampuan-kemampuan bahasa Inggris untuk para masiswa jurusan Akuntansi, Fakultas ekonomi , Universitas Al-Azhar Medan. Peneliti mengobservasi adanya materi bahasa inggris yang digunakan oleh dosen. Berdasarkan evaluasi, ternyata sebagian materi tidak berkaitan dengan bidang ilmu akuntansi. Dalam upaya mengakomodasi karir masa depan para mahasiswa, analisa kebutuhan diadakan sehingga menemukan analisa situasi sekarang dan analisa situasi target. Pertanyaan dan interview digunakan sebagai alat untuk mengumpulkan data.
i ABSTRACT
Safrizal, Registration Number 082188310059. Designing ESP Teaching Materials for Students of Accounting Department of Al-Azhar University Medan.
iii
ACKNOWLEDGEMENTS
In the name of Allah, the beneficient and merciful. Praise to Allah, the cherisher and
sustainer of the world, that has given his blessing, sturdiness and patience, so that the
researcher can finish his thesis as partial fulfillment of the requirement and purpose
graduation degree of magister Humaniora. In writing this thesis, he has encountered a lot of
difficulties some the beginning to the last, many people have directly help in finishing this
thesis. He would like to acknowledge his deep gratitude for all of them for their generous,
guidance, and assistance.
He would like to acknowledge with gratitude the time and effort and willingness to
share the valuable time especially for comments, advice, corrections, and suggestions.
He would like to thank to the Head of LTBI Program, Prof. Dr. Busmin Gurning,
M.Pd and as his first advisor, and the Secretary of LTBI Program, Dr. Minda Murni, M.Sc.
Both of them who have assisted me in processing all administrative requirements during the
process of my studying this program.
A very special appreciation is offered to Prof. Hj. Tina Mariany Arifin M.A, Ph.D.,
for her marvelous idea, support and attention especially sharing her valuable time for the
completing of thesis. She is a special lecturer with a very good knowledge of how to handle
the student problems.
Special thanks to Prof.Dr.Sumarsih,M.Pd., Dr.Anni Holila Pulungan, M.Hum., and
Dr.Sri Minda Murni,M.S. as reviewers and examiners for the valuable inputs to be included
in this thesis.
He would like also express a very deepest thanks to his beloved father, Alm. Usmil,
and her mother, Sufni, for their endless love, and also to his wife, Rama Diana, S.S., who had
given suggestion and acknowledgement. He remains also grateful, endless love, spirit,
support, and pray to his only beloved daughter, Safrina.
May God Bless us!
Medan, August , 2013
The Writer,
Safrizal
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2.2 Course Design in Teaching English for Specific Purposes (TESP) ………. 25
2.3 Teaching Theories ……… 28
2.4 Needs and Needs Analysis in Teaching English for Specific Purposes (TESP) ……… 32
2.4.1 Needs in Teaching English for Specific Purposes (TESP) ………. 32
2.4.2 Needs Analysis in Teaching English for Specific Purposes (TESP) ……… 37
2.4.3 Models of Needs Analysis ……… 41
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3.5 Analysis of Learners' Questionnaire ………... 61
3.6 Analysis of Teachers' Questionnaire ……… 63
3.7 Procedures of Material Development ………... 64
CHAPTER IV : ANALYSIS AND FINDINGS ……….. 66
4.1 Analysis ……….. 66
4.1.1 The Results of the Research Dealing with the Existing Materials of Accounting Departments learners ……… 66
vi
4.3 The teaching materials designed for students
of Accounting Department ………. 81
4.4 Discussion ……….. 94
CHAPTER V : CONCLUSIONS AND SUGGESTIONS ………….. 97
5.1 Conclusions ……… 97
5.2 Suggestions ………... 98
REFERENCES . ……… 103
vii
LIST OF TABLES
Page
Table 4.1 The ability in English ……… 73
Table 4.2 The Purpose of the students in studying English ……….. 74
Table 4.3 Interaction ………. 76
Table 4.4 The Events ………. 77
Table 4.5 Learning Wants of The Students ……… 78
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LIST OF APPENDICES
Page
Appendix I. Course Syllabus ……….……… 106
Appendix II. Sample of Teaching Material ……… 110
Appendix III. Kuesioner for Students ………..……… 138
Appendix IV. Interviewing Alumni ……….. 142
Appendix V. Interviewing Lecturer 145
1 CHAPTER I
INTRODUCTION
1.1 The Background of the Study
In the context of Teaching English as a Foreign Language (TEFL) in
Indonesia, teachers‟ quality has been a central concern to be developed since it is
believed that teachers‟ quality plays very important and crucial roles in the
attainment of the targeted objectives both instructional and managerial. Having
qualified teachers indicated by their sufficient knowledge on both descriptive and
procedural knowledge as teachers, education outcomes such as students‟
achievement and motivation which at least be well guaranteed. Teachers should
improve both their performance (related to the English skills) and competence
(related to the linguistic knowledge) in order to be professional in the teaching
profession and to be more contributive to the learning materials of the national
aspiration in the field of education and be in line with their roles as teachers.
In Indonesia it is widely recognized that fluent English proficiency in
spoken as well as written is very important in order to succeed in the workforce
and the reason most frequently put forward for this is that it is a global or
international language. The global status of English is partly due to the number of
people who speak it. Crystal (2003a), and Crystal (2003b) estimated that in the
year 2000 there were approximately 1.500 million speakers of English worldwide,
consisting of around 329 million speakers as first language (FL) speakers (mostly
2
outer circle countries) and about 750 million speakers of English as a foreign
language in the countries of the expanding circle. This means in effect that
approximately one in four of the world‟s population are capable of
communicating in a “useful level” of English. That is potentially a lot of people
in Indonesia who understand English to communicate with others. The current
status of English as an international or global language is underpinned by its wide
use in a range of fields such as politics, diplomacy, international trade and
industry, commerce, science and technology, information and communication,
education, media, technology (Kariman, 2011), and popular culture (Crystal,
2003a, Huda, 2000: 68). Crystal (2003a and 2003b), for example, suggests that
English is important in particular because of the extent of the role it plays in the
areas of : (1) economics and business' (2) international relations, (3) media – the
world of current information and popular culture, (4) education, (5)
communication, and(6) international travel and safety.
Industrialization and modernization shows the relative achievement of the
objectives of studying English which is tied to its position as the language of
science and technology. Today English is the source of technological progress as
it enables rapid exchange of information, communication and research of
common global problems. The development of English skills aims to be an active
expansion of students‟ proficiency in it. The global spread of English as a lingua
franca is one of the most significant developments of this century and has marked
the 21st century as much as conference interpreting did the 20th century. It was
the century that saw the hayday of (simultaneous) conference interpreting
3
At this time English has become the most widely used language in
conferences. The reasons for and far-reaching implications of the spread of the
English language are the unprecedented “genuine global presence”
(Graddol,1997).
In the future it can be expected that to a greater extent. In time with the
universal use of a single language in international conferences will make
resorting to interpreters less necessary. English is the vehicle for international
communication and it forms the basis for constructing cultural identities, many
local varieties can be developed. This trend may lead to the fragmentation of the
language and threaten the role of English as a lingua franca. However, despite
these, there have always been major differences between varieties of English.
The process of globalization has brought many challenges in the teaching
and learning process (Kariman & Nasution, 2007). In relation to this, the global
spread of English, i.e. the concept of „world Englishes‟ has become increasingly
popular, since linguistic diversity is inevitable and varied in the aspect of
phonology and morphosyntax has already been seen within inner-circle Englishes
and among outer-circle varieties. English has often been used in geographically
and historically remote settings from the inner circle for purposes ranging from
conducting professional discourse to carrying out everyday conversation, which
require no participation by its native speakers. Seen from these perspectives,
English, in its role as a global language, should be developed in various contexts
4
The teaching of English at almost all levels of formal education,
especially at the university have been directed to design curricula that match
with the needs and wants of the students studying the different fields. Designated
as English for Specific Purposes (ESP), the curriculum design is based on a set of
target competences. At present, ESP has been given more attention in the
implementation of the instructional process and by the Indonesian lecturers to
apply it as a real ESP course. In some institutions there are no clear cut between
ESP and EGP (English for General Purposes which is usually taught in schools
and courses). This can be viewed by the teaching of EGP but specifically ESP
focuses on a more specific English. Principally, a real ESP course is meant that
the curriculum should be built on the basis of a comprehensive needs analysis of
the target students and the stakeholders, the latter including those who would
possibly employ the graduates of the university.
English classes at a higher level of schools always make use of the texts of
specific professional areas (accounting, management, architecture, tourism,
business, civil engineering, electronics, environment, management, etc.). Such
texts should be focused on the communicative needs of the students of a certain
higher school. In contrast with learning and teaching of EGP, the learning and
Teaching of ESP (TESP) includes much more than the teaching of English
through specific materials and contents. Teaching ESP combines the development
of linguistic skills together with the acquisition of specific information.
TESP is determined by different professional, occupational, social, and
5
designed to develop the communicative use of English in a specialized fields of
science, work or technology. To be able to speak on a professional subject, it is
not enough to know only the general vocabulary. Therefore, GE teaching covers
the teaching of the fundamentals of grammar, of expression as well as of
phonetics and provides a basis for possible later English studies. In any case, the
language teacher both at a secondary as well as tertiary levels is in charge of the
correct use of the language by its students.
At present, the students have access to the internet and the knowledge of
English opens the doors to getting global information and the exchange of the
information on the items they are interested in (Kariman, 2012). Therefore,
learning and teaching ESP is said to be specialty-oriented as it is submitted to
specific (professional) needs of the students. Specific skills come from the
selected texts which present special vocabulary and show the richness of the
language in that field.
This research is concerned with the teaching of English at the Faculty of
Economics, University of Al-Azhar Medan, specifically for the students of The
Accounting Department. The current situation of English teaching and learning
processes at the University of Al-Azhar Medan, especially at the Faculty level
can be said as mismatch curricula design (see Appendix 1). Based on the
preliminary research done by the researcher this faculty consists of two
departments, i.e. Management and Accounting but their teaching materials are the
same. So, the way on how ESP should be designed to meet the specific needs
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interesting and challenging. Accounting and Management are two different
Economics fields, therefore their needs of English in these two departments are
different. In this research, the researcher only focuses on the designing of English
teaching materials for students of the The Accounting Department.
1.2 The Problems of the Study
In order to match the ESP teaching materials of the The Accounting
Department, with the students' needs, the following research questions are raised:
1. How is the existing materials are required for students of Accounting at
University of Al Azhar Medan?
2. What are the students' of Accounting of University of Al Azhar Medan
needs?
3. How should the teaching materials be developed for students of the The
Accounting Department of University of Al Azhar Medan?
1.3 The Objectives of the Study
Based on the formation of the problems of the research, the objectives of
the study as the following.
1. to describe the conditions of the existing materials for the The Accounting
Department students of University of Al Azhar Medan.
2. to analyze the students of Accounting Department of University of Al Azhar
7
3. to develop the ESP teaching materials for the students of the The Accounting
Department of University of Al Azhar Medan.
1.4 The Scope of the Study
The thesis will be limited in the designing of the ESP teaching materials at
the Accounting Department. The design covers the analysis of the specific needs
of a particular learner group (in this case the students of the Accounting
Department) serves as the prelude to an ESP teaching materials design, because it
determines the „what‟ and „how‟ of an ESP teaching materials and also to reach
the conclusion that ESP teaching materials designers should explore in the first
place and identify the students‟ potential needs. The current concept of needs
analysis in ESP, includes the consideration of the aspects of : (1) professional
information about the students, the tasks and activities students are or will be
using English for (target situation analysis and objective needs); (2) personal
information about the students regarding the factors which may affect the way
they learn such as previous learning experiences, cultural information, reasons for
attending the course and expectations, attitude to English (wants, means,
subjective needs); (3) English language information about the students: what their
current skills and language use are- present situation analysis- which allows the
8
1.5 The Significance of the Study
Needs analysis is a complex process which has to be taken into account,
i.e. “target needs” (what students need to do in the Target Situation Analysis
(TSA)– i.e. language use, and learning needs, what students need to do in order to
learn – i.e. language learning). “Target needs” and “learning needs” – i.e.
objective needs and students‟ subjective needs are the students' affective needs,
such as their interests, wishes, expectations and preferences. Furthermore, needs
analysis in designing ESP teaching materials should not only be considered as a
pre-stage for the design of language courses; in fact, it is an “on-going process”
and, as evaluation, it can be used to design, improve and implement language
programs.
Practically, by having such design for teaching materials for students of
the The Accounting Department, the lecturers can be easily follow the steps of
teaching that are matched with the students' needs. They also have clear path in
distinguishing the different needs of the students. For the students, they will have
a clear destination of the learning materials effectively because all teaching
materials will be matched with their needs in the market place. For other
researchers, the results of the research will enrich the storage area for valuable
objects in the field of TESP. Finally, the target learning achievement of English
97 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
1. Concerning with the results of the research dealing with the existing materials
of Accounting department students, it can be concluded that the lecturer
taught English in a conventional way. It means that the English subject in this
department is taught as English for general purposes (EGP) not English for
specific purposes (ESP). It can easily prove by identifying the teaching
materials given to the students and the method of teaching. The materials are
about basic English grammar such tenses, construction sentences, etc., and the
method of teaching tends to lecturer-centered. The class is dominated by the
lecturer.
2. Related to the analysis of the students’ needs, the question about the profile of
the students, the place of study, and the time allocation, have been answered
base on the responds of the questionnaire. The majority of the students are
adults (23-26 years old), have additional English course and they choose
public English course for the place of their study and they also learn their
English intensively. They take the English course because it is compulsory
and they need it for both their future jobs and study. Most of the students want
to learn English through a combination of lecture and group-work. They claim
98
purpose of both current and future uses, i.e. they need ‘to be able to read a
wide range of reading materials effectively and accurately, in particular those
that are relevant to their subject areas and they need to become proficient
readers by enriching terms (technical, sub-technical, and even general terms)
related to the field.
3. Teaching materials is designed by some criteria and base on the students wants
and supported by some theories in ESP. To design/develop an accurate
teaching materials, each component in the systems has to be considered. In
other words, suitable teaching/learning materials should be able to fulfill each
of the other components in the system approach. The teaching/learning
materials already developed for specific target students have to be
implemented in the real learning/teaching situation. The implementation of the
learning/teaching materials in the real situation in this step is meant to try out
the teaching/learning materials whether they are suitable for the target
students. If not, then the learning/teaching materials have to be revised based
on the data obtained from the try out to the target students.
5.2 Suggestions
The research has been done with data analysis and discussions from
questionnaires for students of accounting department. It has achieved the aims
initially set forth. However, the results would be more convincing if it was carried
99
One important related problem is that there should be one continuous
research on the evaluation of the implementation of authentic tasks designed in
the materials development of Accounting English. So that the conclusion of the
findings will probably reach higher reliability. The researcher has made great
efforts in completing this research with tremendous interests, enthusiasm and
responsibility. However, mistakes and limitations are inevitable. All constructive
ideas and comments for the improvement of the research are always welcomed.
Hopefully, this research will be a little bit useful for those who concern
English language teaching and learning in general, and ESP teachers and learners
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