DEVELOPING ENGLISH READING TEXT MATERIALS IN
CULINARY FOR VOCATIONAL SCHOOL
A THESIS
Submitted as Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
By:
CHRISHNA SIANTURI
REG. NUMBER 2123321012
ENGLISH AND LITERATURE DEPARTMENT
ENGLISH EDUCATION PROGRAM
FACULTY OF LANGUAGES AND ARTS
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ABSTRACT
Sianturi, Chrishna. Registration Number: 2123321012. Developing English Reading Text Materials in Culinary for Vocational School. A Thesis. English Educational Program, State University of Medan, 2016
This thesis deals with Developing English Reading Text Materials in Culinary for
Vocational School. This study is aimed to develop English reading text materials
about describing people, food and culinary spot based on students’ needs of Culinary Art. This study was conducted by using Research and Development (R&D). The subject of this research was class X SMKN 10 Medan consisting of 32 students. The language skill was concerned on reading comprehension, particularly in descriptive text. Qualitative data consist of syllabus, lesson plan, and existing teaching materials. Instrumentation for collecting data were questionnaire, interview and existing materials. After analyzing the data, the
writer got the students’ need in learning English in term of vocation that they have through questionnaire and interview. After the students’ need had been analyzed, the new reading materials was developed. The developed teaching materials were related to the vocation that the students had; it was culinary art. The development of materials followed six stages; those were gathering information and data, analyzing data, designing new reading material, validating new reading material, revising new reading material, and final product revision. Based on the result of
experts’ validation, the developing English reading text materials was equipped with adding one example in each exercise, adding the representative picture in each chapter and adding the generic structure of descriptive text on the reading text. Based on the result of the study, it can be concluded that developing English reading text materials is appropriate (4.32 = 86.55%) to use by the students of Culinary Art.
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ACKNOWLEDGEMENT
First of all, the writer would like to thanks to the Almighty God, Jesus Christ for the blessings 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 grateful to the following people:
Prof. Dr. Syawal Gultom, M.Pd, Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and Arts
(FBS) State University of Medan for her advice and encouragement to complete the study.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature
Department and the writer’s Examiner who had given valuable advices to her for the Thesis. Dra. Meisuri, M.A, the Secretary of English and Literature Department 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 for their encouragement to complete the Thesis.
Drs. Muhammad Natsir, M.Hum, the writer’s Academic Counselor and Thesis supervisor and Dr. Rahmad Husein, M.Ed, the writer’s Thesis supervisor who had already motivated her to finish her Thesis by giving advices, comments, and corrections that has made her learn many new things in Academic.
Dra. Masitowarni Siregar, M.Ed, the writer’s Examiners and her reading materials validator who had given valuable advices, revision and suggestions to her for the Thesis.
Winna Novita, S.Pd, her reading materials validator who had already help her
by giving advices and corrections to complete the Thesis.
All the lecturers of English and Literature Department during her academic
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Eis Sri Wahyuni, M.Pd, the Administration Staff of English Department,
who helped her to fulfill this Thesis.
A. Sianturi, S.T and T. Nainggolan her extra ordinary parents who have
given her more than she could ask. They are her role models who have given her an unconditional love, prayers, advices, and support. They are the top persons on list who have built the writer to be what he has to be in a good way.
Runggu Sianturi, Darwin Sianturi, Novita Sianturi, and Astri Sianturi
more than amazing sisters and brother who have been there with her through her ups and downs and have supported her through her academic activities. Anggreini Purba, Devi Novita Sari Manullang, Dewi Wati Nainggolan,
Mega Marpaung, Rosy Samosir, her stunning friends, that had accompanied
her through years with their laughter, motivation, and every happy moment that she will always remember.
Teachers and students in SMKN 10 Medan for their welcome and permit
the writer observed and the best cooperation while doing research to finish her thesis.
All friends in English Education Extension 2012 B for the worthy memories
as the college years.
All friends in Exdreifoe (Friends in Junior High School) and Everyone
who cannot be mentioned one by one for coloring her life each day.
Medan, October 2016 The writer,
Chrishna Sianturi
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CHAPTER III. RESEARCH METHODOLOGY ... 34
A.Research Design ... 34
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C.The Subject of Research... 36
D.The Instrumentation of Data Collection ... 36
E. The Technique of Data Analysis ... 37
F. The Steps of Material Development ... 37
CHAPTER IV. MATERIAL DEVELOPMENT ... 39
A.Gathering Information and Data ... 39
B.Need Analysis ... 40
1. Need Analysis ... 40
2. Existing Materials ... 43
C. Designing New Reading Materials ... 44
D. Validating by Experts ... 46
1. English Culinary Teacher ... 46
2. English Lecturer ... 47
E. Revising Reading Materials ... 48
1. English Culinary Teacher ... 48
2. English Lecturer ... 48
F. Revised-Developing Reading Materials (Final Product) ... 49
CHAPTER V. CONCLUSION AND SUGGESTION ... 52
A.Conclusion ... 52
B.Suggestion ... 53
REFERENCES ... 54
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LIST OF TABLE
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LIST OF FIGURES
Figure 2.1 Chart of Material Evaluation Process ... 18
Figure 2.2 Chart of Conceptual Framework ... 33
Figure 3.1 Borg and Gall procedure ... 35
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LIST OF APPENDIX
Appendix A Needs Analysis Questionnaire... 57
Appendix B Interviewing Teacher and Students... 63
Appendix C Existing Syllabus... 72
Appendix D Existing Reading Materials... 78
Appendix E First Draft Reading Materials... 97
Appendix F New Reading Materials (Final Product)... 114
1 CHAPTER I INTRODUCTION
A. The Background of Study
English is an international language spoken in many countries both as a
native and as a second or foreign language. Nowadays English has been taught in
school as a subject, especially in Indonesia. English is important to be practiced in
teaching to the students in school. English can be improved with reading a lot of
information from some sources. English in Indonesia is generally taught as
foreign language. Foreign language is different from second language in teaching
subject. Foreign language is a language that is not used as a tool to communicate
in a country where the language taught. Meanwhile second language is a language
that is not the primary language but becomes one of language that used generally
in a country. Foreign language is usually taught as one of the subject in school
that aims to master these four skills: listening, reading, writing, and
speaking. These four skills are taught in teaching learning process.
Not only students in general school, students in vocational school also
learn those skills. All those skills are related one each other. If there is someone
speaks there is someone listens and if there is someone reads there is someone
writes, so these four skills are a united activity in teaching language. Reading is
one of very important skills and students are expected to master it. Reading skill
plays an important role in English learning process, especially when students have
to deal with National examination which includes reading and writing skills
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English text. It is difficult because it needs the comprehension to understand the
text. But some facts show that many students do not master reading skill which
they have in teaching learning process, such as, many students know how to read,
but do not understand what they read and what information to look for in the text
(Riskiawan, 2014), and students are too lazy to comprehend a text through a
reading activity (Septiani, 2014). A long text or passage makes them so bored to
read, furthermore, the topic is not interesting for them, the text has too complex
grammar, and it is not related to their environment and their needs.
Actually, there are some factors that influencing this failure of reading in
teaching learning process such as: inappropriate teaching materials, inappropriate
teaching methods, students’ low motivation, etc. In teaching learning process,
teaching materials has an important role. Teaching materials are also the shape of
service of education to the students. Individual services occur through the use of
teaching material. The students will face materials which are documented and
dealt with consistent materials (Zulkarnaini in Budiantari, 2013). Teaching
materials aim to transfer the message of the knowledge and the gist of teaching
learning process. Teaching materials are all things which are included in the
content of curriculum and student should be able to achieve the skills based on
base competence and standard competence in each subject. Of all language
materials, the textbook is the key reference materials in the teaching/learning
process (Maroko, 2013). It shows that the textbook or the reading text materials
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English for specific purposes (ESP) is English language teaching that is
designed to meet the specific needs of a learner. It shows that the students really
need to learn ESP to focus and master a skill based on their needs (Strevens in Hui
Lin, et al, 2013). Students will find teaching materials which are related to the
vocation that they have through ESP. Therefore, the students will be interested to
read the text, and the text will enrich the students’ knowledge about their
vocation. The presence of vocational school nowadays makes many students
interested to study there, especially for them who want to get the job easier. For
example in Indonesia, the graduates of vocational school are expected to have a
qualification as candidate of employees that have a certain skill based on their
competence. Meanwhile to fulfill that willing, the vocational school students
should comprehend their course and master the skill that they have based on their
study program competence.
In addition, Indonesia has also vocational schools educate the students in
accordance with the interests and talents of the students. There are various courses
offered as engineering, multimedia, hospitality, and even culinary art. Vocational
school, especially the Culinary Art study program in Indonesia becomes one of
study programs in demand by the students (www.republika.co.id). Culinary Art is
a study program where the students are able to process the food and beverage with
good. Besides being able to cook, students of culinary art should be able to
describe the shape and the taste of the food or beverage served which have been
explained in Standard Operational Procedure for Food and Beverage Department
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reading text materials used by students in school. If the reading material used in
schools is relevant with the students’ vocation, Culinary, the students will be
easier to apply this skill in reality (Hutchinson & Waters, 1987). In designing
English reading materials, the English teacher should be able to build the
students’ skill as recognize words in its spoken of written form and relate it to an
appropriate object or concept (Wallace, 1982).
While in fact, the reading text material used by Culinary Art students
about reading descriptive text is only describe people, place, and historical place
which this material is not relevant with the students’ vocation (Kementerian
Pendidikan dan Kebudayaan RI, 2014). It was found in Vocational School at
SMKN 10 Medan, especially for English which is used by Culinary Art students
that the teaching materials are not specified with their vocation. The materials
they used especially the textbook of which contents are the same as the textbook
and syllabus in general high school. There is no difference between what the
students of vocational learn from the students of high school. In other words, the
English materials they use are not proper to students’ needs. It is seen by the book
the teacher used which is distributed by the government (Dinas Pendidikan).
There are no materials in their books which are representatives to their
needs about culinary art. Specifically in reading material, there are no even
materials which are representative to culinary art. They use the book from
Kementerian Pendidikan dan Kebudayaan Republik Indonesia, which is published
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teaching materials about genre, descriptive text. The students were asked to
describe people, visiting ecotourism destination, and historical place in general.
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, for example, the students are
asked to describe someone who has a big influence in culinary, so that, they know
the physical appearance and the personality. In addition, the students are also
asked to describe thing, like food which is the most favorite food, and describing
place, so that the students get more understanding about culinary by its
description.
As a vocational school, the curriculum they use should be representative to
their needs. The curriculum in syllabus they use should cover most about their
needs, culinary. Therefore, the government should integrate the English reading
materials particularly descriptive text based on culinary art, so it is balance to their
needs, in order that the students can understand about their vocation well and have
good ability in English. Besides, because the reading text in the textbook is not
suitable with the students’ needs, they are lazy to read the reading text in the
textbook. The students also lack in comprehending the text. The way to help the
students to comprehend the reading text material is by developing the reading text
materials itself. This can effectively develop the students’ competence as reader
because it is developed based on the students’ needs. From the fact above, it is
important to develop reading materials and this study attempts to find out and
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material at SMK N 10 Medan based on the students’ needs as an application of
ESP.
B. The Problem of Study
Based on the background stated above, the problem of the study is
formulated as the following: How should the English reading text materials about
describing people, food and culinary spot be developed to meet the students’
needs of Culinary Art in Vocational School?
C. The Objective of Study
The objective of this study is to develop English reading text materials
about describing people, food and culinary spot based on students’ needs of
Culinary Art.
D. The Scope of Study
The material development is based on the students’ needs; it will be
applied in first grade of Culinary-Art Department in first semester of vocational
school in SMK N 10 Medan. The skill that will be concerned is reading
comprehension, particularly in descriptive text. The developing reading text
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E. The Significance of Study
Findings of research are expected to be useful theoretically and practically.
Theoretically, this research is hoped be useful in the effort to develop the science,
especially in the development of theories of English for specific purposes. It will
be very valuable for the teachers to enhance the teaching of English for specific
field. It can also serve as a source of references and valuables information for
future researches.
The practical value, it will give some ideas and thoughts to communicate
effectively and efficiently to students who take it as a course of subject. This
research is hoped to be use as guidelines for teacher in teaching English for
Culinary Art and other teachers as well, in their attempt to develop specific
materials as related to the students’ field of study. So, the findings should be very
useful and become a sample of how teaching materials can be directed to the
students’ needs. Also, for the teachers, it is expected that the findings will arouse
the other English teachers in term of promoting the relevant materials based on
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research focused on developing English reading text materials in
culinary for vocational school in SMKN 10 Medan. The material used through the
handbook which published by Ministry of Culture and Education (Kemdikbud)
was not relevant with their vocation. In other words, the students of culinary art
needed the English reading materials which could support their learning activity
and learning environment.
The English reading text materials should be developed through 6 stages,
they were: 1) Gathering information and data, 2) Analyzing data, 3) Designing
new reading material, 4) Validating new reading materials by the teacher and
English lecturer, 5) Revising new reading material based on expert’s suggestions,
and 6) Final product of reading materials.
The data were collected by distributed questionnaire and interview. Beside that, the development of new reading materials had been designed suitable with
the students’ need in culinary and it was designed exactly with the experts’
validation. The reading material had been developed with adding one example in each exercise, adding the picture in each chapter, and showing the generic structure of descriptive text in the reading text. It can be concluded that the new reading materials is appropriate (4.32 = 86.55%) to use by the students and
hopefully this materials can improve the students’ knowledge and experience
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B. Suggestion
The basis of the developing English reading text materials can be
suggested to the teacher, institution and other researchers. Teachers should be
more creative in choosing and selecting the materials which is most suitable with
the students. The learning process can be successful if the reading materials were
useful for their daily life and their environment. The teacher should develop the
reading materials if they found the materials were too general for the students of
Culinary Art and could apply the result of this study in developing English
reading materials.
The institution should supervise the teachers and ensure them that the
reading materials supported the school’s mission. The institution also should find
the books which match to the students’ need. The number of references of English
reading materials had to be increased to encourage the students learning English
and Culinary at the same time.
Other researchers should find many references to support in developing
reading materials. The open questions of questionnaire should be considered to
give the students’ chance to deliver their wants in new reading materials.
Moreover, they have to know exactly how the steps were conducted to develop
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