DEVELOPING READING TEXT MATERIALS FOR
VOCATIONAL SCHOOL
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
Femy Septiani
Registration Number: 209421019
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ACKNOWLEDGMENT
First and foremost, the writer gives the greatest thanks to the almighty God, Allah swt, most merciful for the opportunity, health and blessing given to her to complete her thesis in partial fulfillment of the requirements for the degree of Sarjana Pendidikan at English Department of Faculty of Languages and Arts, State University of Medan (UNIMED). The writer believes that without Allah swt, she will be nothing.
On this special occasion, the writer would like to express her gratitude to those who have assisted her in the process of completion for their moral, material, spiritual as well as support. Sincerest gratitude addressed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Rika, S.Pd., M.Hum., the Secretary of English Department, and Dra. Masitowarni, M.Ed., the Head of English Education Program for the suggestions during the completion of this thesis, and also all of the lecturers who have given through academic years.
Prof. Dr. Busmin Gurning, M.Pd., the Thesis Advisor and Academic Advisor, who has given so many supports, patience, guidance, and advices during the process of accomplishing this thesis.
Drs. Elia Masa Gintings, M.Hum., Dra. Meisuri, M.A., Dr. Zainuddin, DIP.TEFL., M.Hum., thanks are given to the reveiwers of her seminar proposal for enriching the quality of this thesis.
Buyung, S.Pd., the head master of SMK Sandhy Putra 2 Medan and all the teachers who have helped the writer in collecting data.
Faisal Syam and Silvia Anggraini, her beloved parents, who have patiently given moral, spiritual help, advices, financial support, endless love and their prayer, and also her brother and sisters; Ibnu Sina, Susan Oktaviana, and Nadiya.
All of the writer’s friends, especially to Ahmad Rifa’i Ritonga, Finny Ameliana, Siska Indah Sari, Nur Lilianty Pardede, Ahmad Afandi, and all of friends in regular A, B, and C 2009 in English Department who have helped the writer to accomplish this thesis.
Medan, February 2014 The Writer,
ABSTRACT
Septiani, Femy. 209421019. Developing Reading Text Materials for Vocational School. A Thesis. Faculty of Languages and Arts. State University of Medan. 2014.
This study concerns on how reading text materials are developed for vocational school. This study was conducted by using developmental research. The subject of this research was class XII SMK Sandhy Putra 2 Medan consisting of 36 students. Instrumentations for collecting data were questionnaire and interview. After analyzing the data, the writer got the students’ need in learning English in term of vocation that they have. Based on the students’ need analysis, then it was got some basic competences which need to be reached by the students, and based on the basic competences, syllabus could be designed. After syllabus had been designed, developing teaching materials was done. The developed teaching materials were related to the vocation that the students had; it was culinary art. The development of materials followed four stages; those were pre-development/ planning, development, evaluation, and revision.
B. Suggestion……… 43
REFERENCES………. 44
LIST OF FIGURE AND TABLE
Title Page
Table 4.1 Evaluation of Existing Materials... 28
Table 4.2 Evaluation of Teaching Materials... 37 Table 4.3 Evaluation of Assessment... 38
LIST OF FIGURE
Figure Pages
LIST OF APPENDICES
Title Page
APPENDIX A Developed Materials... 46
APPENDIX B Lesson Plan……… 69
APPENDIX C Syllabus………. 77
APPENDIX D Existing Materials………. 82
APPENDIX E Students’Score in Reading Assessment………..…. 93
APPENDIX F Interview Report……… 95
CHAPTER I
INTRODUCTION
A. Background of the Study
Education is a formal process that is expected to improve and advance
students‟ skill which is needed by them in fulfilling their daily needs of life in the
future; at least, education can be a media for students to increase their quality in term of knowledge. By having education, students are expected to be experts of the subjects that they focus on, or at least, they can get a benefit of having gotten
the education by an implementation of what they have in the education. In other words, students are expected to be able to earn their life by having an occupation
or being a professional worker which is related to the subject or specific purpose that they focus on when taking an education.
Unfortunately, there are some facts showing that many students do not master
some lessons which they have in educational process. This evidence is a phenomenon of unsuccessful goal of education. Actually, there are some various
2
Thus, teaching material is an essential factor which influences a teaching
process in a classroom. O‟Neill (2003) emphasizes that teaching materials help a
teaching and learning process; the teaching materials must be suitable for
students‟ needs, even if they are not designed specifically for them, the teaching
materials should make it possible for students to preview and prepare their lessons, and the teaching materials should allow for adaptation and improvisation. In many cases, teaching materials are the center of instruction and one of the most
important influences on what goes on in the classroom.
In a language teaching, materials finally go to skills of the language, included
in teaching English as a foreign language. There are four skills which are expected that students have in learning English; they are reading, listening, writing, and speaking. Based on the process happening in human‟s mind mental process, these
skills are divided into two categories; they are: skills of comprehending language and skills of producing language. The skills of comprehending language consist of
reading and listening, while the skills of producing language consist of writing and speaking.
In language teaching, skills of comprehending language and skills of
producing language have a relationship. Before producing a language, students need to have some vocabularies; the vocabularies are gotten in the process of
comprehending language. For example, by having an activity of reading or listening, students will get an input data of what they have to express in term of
3
In fact, the abomination of learning English is reading a text or a passage. Most of students are too lazy to comprehend a text through having a reading
activity. A long text or passage makes them so bored to read; furthermore, the topic is not interesting for them; it is not related to their environment, and the text
has too-complex grammar.
Based on the writer‟s analysis of syllabus and teaching materials, particularly
for the subject of English which are used by students of a particular SMK in
Medan, it was found that the teaching materials were not specified for any certain vocations. In fact, students who take a vocation of culinary art were taught by
using teaching materials which were unrelated to the culinary art. One of phenomena happened is that the students were taught by using teaching materials about Thailand culture; it was unrelated to the vocation of culinary art that the
students have. After reading the text of Thailand culture, the students were asked to answer some questions about the text. Besides, there were some teaching
4
As an international language, English is needed for many specific purposes; that is why there is a term of ESP (English for Specific Purpose). In practice, there
are variants of English use; depending on the specific purposes. This specification of English use will help learners to master English as well as what they need in
term of specific purpose that they have.
In education, ESP needs to be applied. From the above explanation stating that many students are bored in reading a text which contains unrelated topic to
their environment, it can be implied that ESP can reduce this bad condition. Through ESP, students will find some teaching materials which are related to the
vocations that they have. Thus, it will be interesting for the students to read the text, and finally the text will enrich the students‟ knowledge about their vocation. In other words, by having ESP, students will learn English based on what they
need.
In Indonesia, ESP is applied for fulfilling students‟ needs. Since there are so
many vocational educations in Indonesia such as Vocational Schools and Vocational High Schools, ESP is essential to design teaching materials in meeting students‟ needs. Thus, when teaching English in Vocational School or other
vocational institutions, teachers should take notice of designing teaching materials based on students‟ needs related to the vocations that the students focus on. If the
process of English teaching in a Vocational School does not apply ESP as an approach to meet students‟ needs, there will be a condition that the English taught
5
and what the students need about English as an international language related to a
vocational purpose that they have.
In this case, a teacher has a responsibility to facilitate students in learning in the classroom. As someone who knows well what students need in learning
process, a teacher has a right to take a decision about teaching materials which will be presented to the students, teaching methods in the classroom, and evaluation that will be had by the students. Thus, if teachers find that existing materials do not fulfill their students‟ needs, they should develop the teaching
materials in order to meet the students‟ need; particularly for students of
Vocational School because of a certain vocation that they focus on.
From the background above, it was suggested that teachers have to develop
reading materials based on students‟ need –vocational purpose as an application
of ESP. By being provided reading materials based on a vocation that they focus on, the students will get easier to understand the text and get more interested in
reading it.
B. The Problem of Study
6
C.The Objective of Study
The objective of this study is to develop reading text materials for vocational
school.
D. The Scope of Study
The developed materials are based on students‟ need –specific purpose; the materials will be applied in the third grade of Vocational School – Department of Culinary Art, and the skill that will be concerned on is reading comprehension,
particularly in procedure text.
E.The Significance of Study
This research is expected useful for these people.
1. Writer; by having this research, the writer can develop and enrich knowledge about the importance of materials for students in learning
process, and how to develop materials in increasing students‟ achievement
on reading comprehension.
2. Teacher; through this research, teacher can find the effect of using authentic materials in teaching reading comprehension to students, and teacher can get some important steps to provide authentic materials for
students.
3. Students; through this research, students can increase their motivation and
7
4. Others; this research can give them some data, sources about developing reading comprehension materials based on students‟ need –specific
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Reading text materials in form of procedure text which were developed for vocational school particularly in culinary art majority are about how to make
oriental cuisine, how to make cakes, how to make beverage, and how to make pudding. These four topics are authentic materials for students of culinary art; by having the topics, students do not only study English, but they also enrich and
activate their prior knowledge about culinary art.
B. Suggestion
In relation to the conclusion, the suggestions are as follows.
1. It is suggested that the teacher and students use authentic teaching materials based on the specific vocation which is had by the students.
2. It is suggested that English teacher of vocational school should provide appropriate teaching materials for students; teacher needs to have an
ability to adapt, improve, and develop teaching materials to fulfill students’ needs.
3. It is finally suggested that other research should conduct further studies on
REFERENCES
Author’s Guide. 2013. BSNP: Departemen Pendidikan Nasional Ditjen
Manajemen Dikdasmen Direktorat Pembinaan SMK.
Berardo, Sacha Antony. 2006. The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix,6 (2) 28-40.
Borg and Gall. 1985. Development Research. New York: Continuum.
Brown, H. Douglas. 2003. Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education.
Harrison, C. 2002. Education and Skills. Teaching Materials, 1 (3) 25-37. Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes.
Cambridge: Cambridge University Press.
Kitao, Kenji. 2007. Selecting and Developing Teaching/ Learning Materials. The Internet TESL Journal, 4 (4) 4-6.
Martinez, A.G. 2002. Authentic Material: An Overview on Linguistics Issues. Developing Teaching Materials, 2 (3) 27-38.
McDonough, Jo and Shaw, Christopher. 2013. Materials and Methods in ELT. Great Britain: Blackwell.
Neville. Variations in Approach to Cloze Tasks. Reading Research Quarterly, 12 (1) 1976-1977.
Nurhasanah, Siti. 2012. Pengembangan Bahan Ajar Membaca dan Menulis Teks Percakapan untuk Siswa Kelas V SD. Malang: Universitas Negeri Malang.
Tomlinson, Brian. 2010. Research for Materials Development in Language
Learning. New York: Continuum.
