DEVELOPING ENGLISH MATERIALS FOR STAKPN
STUDENTS
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RAIKHAPOOR
Registration Number: 8106111029
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATESCHOOL
STATEUNIVERSITY OF MEDAN
MEDAN
DEVELOPING ENGLISH MATERIALS FOR STAKPN
STUDENTS
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RAIKHAPOOR
Registration Number: 8106111029
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATESCHOOL
STATEUNIVERSITY OF MEDAN
MEDAN
Abstract
Raikhapoor. 8106111029. Developing English Materials for STAKPN Students. A Thesis. English Apllied Linguistics Study Program. Post Graduate School. State University of Medan. 2015.
This present study focus on developing English materials for STAKPN students. The aim of this study is to develop English materials which are relevant to theology students needs of STAKPN. This study was conducted by applying the three phases of ADDIE instructional design model. They are including analyze the students needs by doing needs analysis, design the learning objectives and write the syllabus, and develop teaching learning materials. The data of this research are from students questionnaire, and conducted interviews to students, institution, alumni, and user. These questionnaire and interview are constructed based on target and learning needs framework. The result of this study shows that theology students need English materials appropriate to theological context. The new materials are developed to get the authentic materials which taken from The Old Testament and The New Testament. This learning materials consist of 13 chapters. The chapters follow the same format which is consist of three parts namely; a) pre reading, b) during reading, and c) post reading (vocabulary strategy, understanding the text and discussion). The purpose of pre- reading question is to activate the students’ prior knowledge related to text and to help the student in understanding about the reading topic. Students are introduced reading skill strategy such as: previewing article, scanning, understanding topic, previewing first sentences, understanding the main idea, understanding paragraph topics and main ideas, making prediction and skimming before they read the text. These reading skills will assist them to comprehend reading text. Furthermore, after reading each text, students are presented reading comprehension activity. The purpose of this activity is to check students’ reading comprehension. It is in the form of multiple choice, true/false, or sequencing. Then, vocabulary strategy can help students to determine the meaning of new word without using their dictionaries. They also can understand the general idea of a text without understanding every words in the text. In addition, all chapters have discussion activity in small groups or class discussion to help them to share information of text with another students. This activity will encourage students to express their opinions and ideas related to issues in the text.
ACKNOWLEDGEMENTS
First of all, the writer is very grateful to Jesus Christ who has given bleesing, strength
and patient so that this thesis could be finished. This is intended to fulfill a part of
requirements to get the degree of Master Humaniora at the English Applied Linguistics
Program, Post Graduate School State University of Medan.
The writer would like to express his special appreciation and thanks to his first adviser
Prof. Dr. Lince Sihombing, M.Pd and his second adviser Dr. Eddy Setia, M.Ed, TESP for
brilliant comments, suggestions and advice in writing this thesis.
The writer also would like to extend his greatest gratitude to Prof. Dr. Busmin
Gurning and Dr. Sri Minda Murni, M.S, the Head and Secretary of English Applied
linguistics Program, for their help regarding the administrative procedures. All the lecturers
who have shared their knowledge to him during his academic year. Furthermore, the writer
would also like to acknowledge Drs. R. Anakampun, M.Pd.K who gave the permission in
doing research and all of theology students as respondents of this study.
His thanks go to his family, beloved mother, mother-in law, father-in-law, brothers
and sisters, thank you for your prayer for me. At the end, the writer would like to express his
appreciation to his beloved wife Friska, his beloved son Immanuel and his beloved daughther
Margaret, thank you for your prayer, supports and advices.
Tarutung, January 2015
CHAPTER III RESEARCH METHODOLOGY ... 38
3.1 Research Design ... 38
3.2 The Source of Data... 40
3.3 Instrument for Collecting Data... 41
3.4 Technique of Analyzing Data ... 42
CHAPTER IV DATA ANALYSIS AND MATERIALS DEVELOPMENT... 43
4.1 Data Analysis ... 43
4.1.1. The Analysis of Target Needs ... 43
4.1.2. The Analysis of Learning Needs ... 48
4.2 Materials Development ... 51
4.2.1. Design ... 51
4.2.2. Develop ... 52
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 53
5.1 Conclusions ... 53
5.2 Suggestions ... 53
LIST OF FIGURES
Figure 1 ESP classification by experience ... 10
Figure 2 Categories of ESL/EFL Teaching and Learning ... 12
Figure 3 A Material Design Model ... 27
Figure 4 The Road Map of Developing English Materials for STAKPN
students... 37
LIST OF TABLES
Table 4.1. The Students’ Needs of Language Skill ... 45
Table 4.2. The Students’ Lacks of Language Skill ... 47
Table 4.3. The Students’ Preference of Teaching Materials Resource . 49
LIST OF APPENDICES
Appendix A Questionnaire ... 56
Appendix B Guiding Questions for Interviews ... 61
Appendix C The Tabulation of Respondents’ Answer on Questionnaires ... 63
Appendix D Interviews Transcript on Students ... 69
Appendix E Interviews Transcript on Instution ... 75
Appendix F Interviews Transcript on Alumni ... 77
Appendix G Interviews Transcript on User ... 81
Appendix H New Product of Materials Development ... 83
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
English is now the most popular language in globalization era. It has rapidly
spread in all sectors of human life, including education. Teaching English at
tertiary level has become a command of education constituting in Indonesia which
is set in government regulation. English is one of cumpolsory subjects should be
learnt by students which set in a curriculum. Not only students of English
department should learn English course, but also the students of non-English
departments including students of seminary college have to learn it.
The very basic reason for seminary students to learn English can be traced
back from the statement found in Holy Bible particularly in Matthew 28:19. It
states “Therefore go and make disciples of all nations, baptizing them in the name
of the Father and of the Son and of the Holy Spirit” (New International Version
Bible). This is the great commission of christianity as the instruction of God to his
disciples that they should spread his teaching to all nations in the world. It has
become a doctrine in Christian theology emphasizing ministry, missionary work,
evangelism, and baptism. So, this mandate due to theology students who want to
spread God’s word all over the world. For instance, someone who wants to be
God’s servant in a country where English is one of official language, s/he should
master English in order to deliver God’s word through her/his ministry. This is
possible happen to graduation students from seminary who want to be God’s
servant abroad. Therefore, students of seminary should master English not only
In addition, students of seminary college who are taking English course are
expected to have English skills i.e. listening, speaking, reading and writing relates
to their field study. They are hoped to be able to communicate in written and
spoken English namely; writing and delivering a preaching, reading reference
books especially theology books which are written in English as the source of
learning in order to develop their knowledge related to their major subjects. So, it
is important for seminary students to have ability in speaking, reading, and writing
since many biblical, theological, and ministry resources are in English.
Unfortunately, this expectation is hardly found on STAKPN students’
mastery of English. STAKPN stands for Sekolah Tinggi Agama Kristen Protestan
Negeri is one of education institution under the auspices of Ministry of Religious
Affairs of the Republic of Indonesia. It has four majors including Theology,
Christian Religious Education, Christiant Pastoral Counseling and Church Music.
Based on researcher’s observation it is found that STAKPN students’ achievement
both performance and competence in English are not yet satisfactory even though
they have learned English in two semesters. Thus, the researcher would like to
conduct a study for STAKPN theology students to find out the cause of their
failure.
However, there are some aspects which are possibible to contribute to this
poor condition such as: irrelevant materials, teaching strategy and failure in
managing students’ motivation. English lecturer usually teach their students by
using available textbooks which is not suitable with students’ field study due to
learning materials shortage which are suitable with students’ needs and their field
students’ level language mastery. As Harsono (2007) states that there will never
be perfect teaching materials that can be use anywhere, anytime for the same level
of students. Indeed, this condition should not discourage the lecturer because s/he
can develop her/his own teaching learning materials for the students to gain the
learning objectives or to meet the students’ needs. So, developing teaching
learning materials for ESP is more needed because the limitation of ESP materials
in public. Materials selection, adaptation, or writing is an important area in ESP
teaching, representing a practical result of effective course development and
providing studnts with materias that will equip them with the knowledge they will
need in their future carrier. Another important criteria that should be considered
when selecting materials is the level of language knowledge students have already
acquired and the target level they will need to communicate successfully in their
jobs. Thus, the selection of ESP materials should depend on students’ needs in
relation to their future or present jobs. ESP materials should focus on the
appropriate topic including tasks and activities that practice the target skils area.
In other word, a lecturer can play his/her role as a material designer to design
materials as well as posible based on students’ needs.
In addition, there are some consideration that lecturer should considers some
considerations in designing ESP materials, such as: 1) lecturer should involve
students to determine materials, 2) lecturer should select materials based on
students’ need, interest and level of language mastery, 3) students should be
regarded as close partners of lecturer in designing materials. For these reasons, it
is necessary to conduct a study which is intended to design English materials for
1.2 The Problems of the Study
Related to background of study which has been mentioned previously, the
problems are formulated as follows:
1) What English material is suitable for theology students of STAKPN?
2) Why English materials should be developed for theology students of
STAKPN?
1.3 The Objectives of the study
In line with the research problems, the objectives of this study are:
1) determining English material that appropriate for theology students of
STAKPN.
2) developing English materials for theology students of STAKPN in order
to gain their needs.
1.4The Scope of the Study
STAKPN has four majors including Theology, Christian Religious
Education, Christiant Pastoral Counseling and Church Music. As outlined in the
objectives and research problems, the researcher focused on developing English
materials for theology students of STAKPN based on their needs that relevant to
their field study. More over, due to the limited time and crucial needs this study
was conducted for theology students only.
1.5The Significances of the Study
The findings of the study are expected to contribute significantly both
a. Theoretically these findings are helpful for;
1. English language lecturers who teach in seminary college, to widen
their horizon in case of needs analysis in desigining English materials.
2. Further researchers who are interested in ESP, to be referable in
conducting needs analysis research.
b. Practically these findings will be helpful for;
1. Curriculum designers, to enable them design a syllabus or curriculum
that fit to the needs of seminary students.
2. English language lecturers who teach in seminary college, to enable
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the result of the study a number of conclusions could be stated.
Those are:
1. The English material which is appropriate to STAKPN students is English
reading materials that related to theological context and their field study.
2. STAKPN students needed English reading materials because they wanted
to improve their ability in reading and master reading skill. By mastering
this skill will help them to read theological resources which are written in
English. So, their knowledge in theology field will be increased.
5.2 Suggestions
In order to accomodate the findings, the suggestion are given to the
following:
1. English lecturers are suggested to develop English reading materials based
on students’ needs and their field study in theological context.
2. English lecturers are suggested to create their own materials to use in
teaching English course because it will be easier for students to learn them
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