Alhamdulillahi Rabbil Alamin, the researcher would like to express his deepest gratitude to the almighty Allah SWT., the only provider, the most merciful who gives His guidance, inspiration and good health for all times to carry out the writing of this proposal. The result of test test indicates that the components of the product are appropriate according to the students' agreement ranging from 1.00 to 4.00 on a scale 4-1 (Scale Likert). The product is appropriately categorized because the result of the research showed that most of the students' agreement extends to 3.00.
INTRODUCTION
- Background of Study
- Identification of the Problems
- Formulation of the Problems
- Objective of the Study
- Significance of the Study
- Specification of Product
- Assumption and Limitation of Product
- Definition of Key Terms
- Systematical Discussion
One of the problems students face when learning English as a foreign language is the mother tongue influencing the target language. According to the above problems, it is necessary to design the reading task that supports students in learning that suits their abilities, for example, because the content of the reading task is based on their major subject. Related to the formulation of the above problems, the objective of this study can be formulated as follows: To develop appropriate English reading tasks for the students of the Department of Economic Education of UIN Mataram.
REVIEW OF RELATED LITERATURE
Review of Previous Research
The difference is that the study develops the task for high school students, while the study that the researcher will perform is for university students. And the result of this research is the task which is arranged for autonomous learning for the students of class x of secondary school 1 Sleman. The same thing with the study that will be carried out is the drafting of the task which is centered on the specific subject.
Theoretical Bases
- Reading
Carrying out a quick survey of the text to identify the topic, the main idea and the organization of the text. A task usually requires the teacher to specify what will be considered successful completion of the task. The learner is involved in a social activity, and the social and interpersonal roles of the learner cannot be separated from psychological learning processes. f) The learner must take responsibility for his or her own learning, the development of autonomy and skills in learning-how-to-learn.13 5) Institution.
The latter components define how the location arrangements specify or imply the task and require consideration of whether the task should be performed wholly or partially outside the classroom. These activities are based on the notion of creating an information gap by letting students make a personal and hidden choice from a list of language items that all fit into a certain frame (eg the location of a person or object). . And addition is necessary where one of the skill activities is missing in the content of the texts.
The teacher may choose to acknowledge the textbook's curriculum and arrange the unit in the order he or she deems most appropriate. In addition to the analysis of the learning objective, there is a parallel analysis of the learners, the context in which the skills are learned, and the context in the learners' current skills, preferences and attitudes. are determined along with the characteristics of the learning environment and the environment in which the skills will ultimately be used.
After the lesson draft is completed, a series of evaluations are conducted to collect data used to identify problems with the lesson or opportunities to improve the lesson, called formative because its purpose is to help create and improve learning processes and products. Although summative evaluation is the pinnacle of evaluating teaching effectiveness, it is not generally part of the design process. It is an evaluation of the absolute or relative value of an instruction and occurs only after the instruction has been formally evaluated and modified enough to meet the designer's standards.
Conceptual Framework
The final step in the design and development process (and the first step in an iterative cycle) is the instruction review. Data from formative assessment are summarized and interpreted to identify difficulties experienced by students in achieving objectives and to relate these difficulties to specific deficiencies in instruction. The research and development of this study was adapted from the model of Dick, Carey and Carey.
The assessment will be done to know whether the reading tasks are suitable for the students or not.
METHOD OF DEVELOPMENT
- The Nature of Research and Development
- Procedure of Development
- Design the Tryout of Product
- Techniques and Instruments of Data Collection
- Technique of Data Analysis
- Validity and Reliability
A needs analysis interview guide used to collect data on target needs and learning needs of students in reading comprehension. It is expected that through this type of interview, students will get suggestions about suitable material for them. For this purpose, the researcher used the measure of central tendency (means) and the measure of variability (standard deviation) of the responses of students and experts to the questionnaire.
There were 80% of the students who claimed that they needed the reading strategies of how to preview for the main idea. It was also shown that 80% of the students wanted the strategies of how to prepare the text for communicative purposes. The students seemed to be able to locate and integrate information about the meaning and form of the text.
On the other hand, there were 30% of the students who thought that reading comprehension was not useful for their next career. On the other hand, there were 57% of the students who needed authentic texts as their reading material. The next was read and answer essay question where it was chosen by 33% of the students.
Students actively participated in conducting product testing to know whether the product was suitable or not.
RESULT OF DEVELOPMENT
Data Display
Regarding the authenticity of the texts, 43% of the students did not need authentic texts as reading materials. In English learning, 93% of students said they needed guidance to study, and 7% of students who were able to study independently. The above pie showed that the most interesting activities according to the needs analysis data were group work, which was chosen by 43% of students.
The respondents' data presentation and the results of the questionnaire are presented in the following tables. The result of respondents of the first sample exit without interval Validity Validity Range. The result of the respondent's categories is valid; from. quantitative data showed that the final result is 3.13.
From the first evaluation it can be concluded that the aspects of the tasks in unit 1 were appropriate. This first test took 10 students as the respondents of the second unit consisting of 14 tasks and answered the task. From the evaluation it can be concluded that the aspects of the tasks in unit 2 were appropriate.
The data presentation of the respondents and the result of the questionnaire are presented in the following tables. The result of Respondents of the Second Trial No Interval Validity Value Range of Validity. From the evaluation it can be concluded that the aspects of the tasks in unit 3 were appropriate.
Discussion
And based on the results of the test, the product is categorized as an appropriate material. It is shown from the point of agreement of the experts and the students to 3.00 point of agreement. It is intended that by developing specific English materials students' motivation to learn English and also students' interest especially in reading skills will improve.
The first, Sungkawati Krdi Wahyuningsih (2013) developed reading task for autonomous learning found that the students were interested in learning reading skills and got high motivation when the material was suitable for the students. The second, Adila Jefiza and Lusi Linawati (2018) found that the midwifery students gained high motivation and interest in learning when the material was appropriate. In short, both researchers found that the students gained high motivation and interest when the material was appropriate and served based on their needs.
The differences between this study and the previous study are that the researcher focused on developing English reading materials for the students of economic education department of UIN Mataram. Meanwhile, the agreement was that the results of the study were given appropriate material for English reading skills. The experts' judgment was the consultation of the product to some experts to review and criticize the product.
The students who are interested in learning where the material is suitable or related to their studies.
Revision of the Product
The purpose of this assignment is to help economic education students learn to read English. There are 10 to 14 tasks in each unit that can help train the student's ability to learn English. Finally, he notes that the reading assignment, which is specifically intended for students of economic education, is suitable for the students and suitable for their level.
Students of the Department of Economic Education need English reading material that suits them. The material is taken and adapted from all sources, such as books and websites, which are related to the needs of the students and learning needs. The product developed by the researcher is an English reading task suitable for students of the economics department.
A product is categorized as an appropriate product when it reaches the 3.00 point agreement standard for appropriate categorization. The lecturer must provide material that is suitable for an effective teaching and learning process. Students should be highly motivated to learn English reading if they want the student to master the reading skill and gain more value.
2018) "Designing English Materials Using Task Based Approach for Midwifery Students" International Conference on English and Teaching, Vol.6, Number.-.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Designing of Materials and Task for Making ESP Departments Intractive”, English for Specific Purpose World, Vol.13, Issues 37.
