1
THE RELEVANCY OF STUDENTS NEED ANALYSIS AND TEACHING MATERIALS AT SMK 3 PADANG
Oleh:
Yendra Mulyadi *)
**) Elmiati dan ***) Syayid Sandi Sukandi Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini merupakan penelitian deskriptif kualitatif untuk menganalisa analisis kebutuhan siswa dan materi pengajaran di SMK Negeri 3 Padang Tahun akdemik 2014/2015. Untuk kerangka analisa, peneliti menggunakan pendekatan terhadap responden untuk menjawab pertanyaan penelitian. Untuk mengumpulkan data, peneliti melakukan observasi di kelas dengan menggunakan instrumen penelitian seperti angket dan dokumentasi.
Data yang diperoleh dari hasil angket dan dokumentasi akan menentukan hasil dari kesesuaian kebutuhan analisis dan materi pengajaran siswa. Data tersebut dikumpulkan, kemudian dikategorikan berdasarkan level dari jawaban siswa. Dari hasil analisa yang didapat dari 32 siswa jurusan sekretaris di SMK 3 Padang tahun akdaemik 2014/2015.
Dari 32 mahasiswa tersebut menunjukkan bahwa kebutuhan analisis siswa terhadap Necesitises, lacks, Wants menunjukan necessities siswa mendapatkan hasil seldom relevant. Lacks siswa mendapatkan hasil seldom relevan dan wants siswa mendapatkan hasil seldom relevant. yang mana semua hasil ini dikategorikan dalam Seldom relevant. Dari hasil analisa kebutuhan siswa untuk memperkuat hasil kesesuaian dengan materi pengajaran. Peneliti juga menggunakan dokumentasi yang di dapat dari guru seperti RPP, buku pengajaran dan silabus dari guru yang bersangkutan. Data yang didapatkan menjukan bahwa, kadang-kadang guru memberikan materi sesuai dengan jurusan sekretaris dan kadang-kdang tidak sesuai dengan jurusan sekretaris. Jadi dari analisa dapat dikatakan bahwa guru kadang-kadang mengunakan materi sesuai dengan kebutuhan siswa kadang-kadang tidak atau seldom relevant.
Key words: need analysis, teaching materials
*) Penulis
**) Pembimbing 1
***) Pembimbing 2
2 INTRODUCTION
In vocational school, teaching English subject is different from general English. This is happen because teaching materials that will be learned by the students in each major. The specific teaching materials from each major should be known by the teacher based on the student‟s necessities. For example: in teaching descriptive text, the teacher explaining about materials descriptive text based on the students major and needs, next in business class the students should be understood about business letters, how to communicate effectively at sales conference and others. Referring from that explanation above it can be show the specific teaching materials in vocational school more specific and different than general English.
English in vocational school usually called by ESP or English for specific purpose. ESP (English for specific purpose) important to know and have to apply by English teacher who teach at vocational school. ESP should be known by the teacher before her or him deliver the material to the students in the learning process. This is because ESP more specific for the students that has different subject with students in general English.
ESP describe as a language that uses teaching methodologies and activities of the various discipline it is designed to serve and it is focuses on the language, lexis, grammar, and discourses and genres, of those disciplines rather than using the general grammar, learners dictionaries and general public genres and discourses. Because ESP more specific than General English, usually the teacher do need analysis as a starting point in designing a syllabus or course design and decided what material that should be appropriate with the student in the learning process. This statement is supported by an expert from Paltridge (2013:326) need analysis, carried out to establish the “what” and the “how” of a course, and is the first stage in ESP course development, followed by curriculum design, materials selection, methodology, assessment, and evaluation. Need analysis is a process in conducting a data to know how and what a course that should be prepare to the students before contribute the material to the learners in the class.
Needs analysis generally refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students. By analyzing need analysis and seeing some aspect that are going to be investigated by the teacher, the teacher will get the information
about the students more. The information of need analysis usually collecting by the teacher based on the target necessities, lacks and wants of the target.
By collecting that information the teachers will know the relevancy of students need analysis and teaching materials in this research.
Based on the researcher Pre observation at 29 October and 3 November 2014 at SMK 3 Padang, the researcher found the phenomena in field. First, X and X1 class in SMK 3 Padang were not used ESP teaching materials in the classroom. The students teaching English same with students in general English not specific. Second, in SMK 3 Padang just X11 class was used ESP teaching materials based on KTSP curriculum.
Related from those phenomena above, the researcher became interesting to investigate these phenomena in SMK 3 Padang. The researcher wants to find out the evidence of the teacher in relevancy of materials and need analysis in the third grade of students in SMK 3 Padang. This were the reasons of why the researcher wanted to write about this topic, because the researcher wants to know the teacher ways in collecting the information about the target situation, such as the target needs, lacks, and wants.
By knowing the information about the target situation the teacher would be easy in relevance of students need analysis and teaching materials. Based on the information the researcher can apply it when he teaches at vocational school.
REVIEW OF RELATED LITERATURE
A.
English for Specific PurposeESP or English for specific purpose were teaching by the teacher to the students that has specific subject and major. Usually ESP has some major in a school like business class, economic class, secretary class, mechanic class and the other major.
This major have different material and to be a challenging to the teacher that will teach each other class. According to Hutchinson et al (1987) ESP is an approach to language teaching in which all decisions as to content and method are based on learner‟s reason for learning.” From this statement ESP is different than general English; ESP is an approach that creates for students that has different necessities and lack in the school. Content of the material have to match with the students that will teach by the teacher by analyzing their wants.
In teaching English for specific purpose is divided into two main areas, Tomlinson (2003: 306)
3 ESP is an umbrella term that refers to the teaching of English to the students who are learning the language for a particular work or study related reason. The two main areas are:
a. English for occupational Purpose (EOP), concerned with enabling a learners to function in English in a particular job or profession. This areas in ESP more specific for the students in vocational school that has specific job after graduate for example in, secretary major, bank, techniques, and for teaching. This major has specific language in English the teacher should understand and knowing about the students need, lack and wants before teaching in this major.
b. English for academic purpose (EAP), which provide learners with appropriate language skill for pursuing a tertiary-level course thought in English and or presenting, researching, and publishing in academic settings. In this area the specific subject that will be learn by the teacher and the students are English for medical studies, English for economics, and English for psychology.
Based on the explanations above, ESP is views as a teaching in a specific subject and different with general English. ESP divided into two characteristic that are absolute characteristic and variable characteristic. ESP divided into two main areas that are English for occupational purpose (EOP) and English for academic purpose (EAP), both of these areas have different needs. Teaching English for specific purpose is different with general English.
ESP focuses for the student that will be apply the teaching materials in the classroom in field after graduated from vocational school, for example: in business major the students have to know about how to write the letters, be able to read catalogues, and speak in front of the sales conference.
B.
Need Analysis1. Concept of Need Analysis
Need analysis is a first step in conducting a course before choosing the materials to the ESP students. Need analysis do by the teacher to know about the target situation in school depends on majors that will teach by the teacher. As a first step of conducting course in ESP, need analysis were doing by the teacher before the learning process were starting in a school. All of these statements are supported by an expert from Paltridge et all (2013:325) Needs analysis, carried out to establish the “ what ” and the “ how ” of a course, is the first stage in ESP course development, followed by
curriculum design, materials selection, methodology, assessment, and evaluation.
Need analysis is an imporCtant step that should be done by the teacher in teaching materials in specific subject especially in vocational school. By doing need analysis teacher get some of data to conducting course based on the students needs.
Richards (2001) in Bhatia (2014) needs analysis as procedures used to collect information about learners‟ needs‟, while need analysis is used to collect and analyze data in order to determine what learners „wants‟ and need‟ to learn. By need analysis anything the information that should be collecting by the practitioner will be better, this is for the purpose of subject that will be delivering by the teacher to the students in every major.
1. Target Situation Analysis
Target situation means is the condition and atmosphere in the classroom that makes to the students in the learning process. In need analysis the students is a subject that will be investigate by the teacher before designing a course and materials.
According Hutchinson et al (1987:55) target needs is something of an umbrella term, which in practice hides a number of important distinctions. It is more useful to look at the target situation in terms of necessities, lacks, and wants.
Furthermore, as a main actor in the class target situation can be identified by collecting the information by doing need analysis, teacher will describe anything that should be known to make a better course before delivering to the students. Trim et al (1975) in Howard et all (1997: 71) in which the language requirements of the target situations were identified by completing, questioning or observing those already in that situation. From that explanation above target situation in need analysis will knowing by the teacher by doing some aspect in need analysis by completing the information about the students wants, lacks or necessities. And then by giving questioning by doing an interview to know and gathering the information about the characteristics and the other information that will be investigate.
And the last by doing observation to know the students lacks and student‟s problems in the class, by completing that aspect the teacher will be easy in delivering materials and the students will be ready in the classroom interaction.
2. Elements of Target Situation
As an informant in collecting the data, target situation has some element in collecting the data.
This statement is supported by Hutchinson et al (1987:55) target needs is something of an umbrella term, which in practice hides a number of important
4 distinctions. It is more useful to look at the target situation in terms of necessities, lacks and wants.
a. Necessities
Necessities the type of need determined by the demands of the target situations; that is, what the learner has to know in order to function effectively in the target situations. From this reasons need analysis do by the teacher to know about the students or target situations. Are the material that distribute are appropriate or do not appropriate to make the students known about their subject. For example a businessman or woman might need to understand business letters, to communicate effectively at sales conference, to get the necessary information from sales catalogues and so on. From this example the teacher focuses on writing and speaking skill in this major to make the students more understand about their major and got some benefit in field.
b. Lack
The researcher needs to know what the learners know already, so that the researcher can then decide which of the necessities the learners lack. One target situation necessities might be to read texts in a particular subject area. From these statements the researcher knows that teacher have to know about the students lacks, means of lacks here is the student‟s problems in their major and problems that hard to understand by the students in the classroom. By knowing the students necessities and characteristic first, the teacher will knowing some approach and technique that will applying to the students to make the students understand about their materials and solve their lacks before.
c. Wants
The analysis of target situation needs is in essence a matter of asking questions about the target situations and the attitudes towards those situations of the various participants in the learning process. By giving some questions to the students about the target situations wants in need analysis, the teacher will gathering the information more about the students wants in teaching learning process. Usually needs are very personal, therefore sometimes called subjective.
In fact, these wants are real, and may conflict with the necessities as perceived by the employer.
C.
Teaching Materials1.
Nature of Teaching Materials Materials are subject matters that deliver by the teacher and will be learn by the students in the classroom. Material is about the students need and wants, materials have to be relevant to the students that have different needsespecially in vocational school. Different major totally different needs, because of that, the teachers have to know about the target before delivering materials to the students. In Hutchinson et al (1987:106) materials writing is one of the most characteristic features of ESP in practice. In marked contrast to general English teaching, a large amount of the ESP teacher‟s time may well be taken up in writing materials. There are number reasons for this:
a. A teacher or institution may wish to provide teaching materials that will fit the specific subject area of particular learners. Such material may not be available commercially.
In addition to the profusion of subject specialism‟s, there is also a wide range of course type.
b. Even when suitable materials are available, it may not be possible to buy them because of currency or import restrictions.
c. ESP materials may also be written for non- educational reason: for example, in order to enhance the reputation of institutions or an individual. Materials are a visible product of activity, regardless of whether such activity is useful or even necessary
Materials are crucial thing in teaching and learning process. Brown (1995:139) clarifies that materials will be defined here as any systematic description of the techniques and exercises to be used in classroom setting. It shows that teaching materials are everything that will be used by teachers to reach the goal of teaching and learning process in the classroom context in order to teach the students.
Because of that the teachers have to understand that teaching materials derive not only from textbook but also from all aspect in teaching context.
2.
Characteristic of Teaching Materials A good teaching material is one of important things in teaching learning process. To make a good teaching materials teacher have to be consider about materials itself. According to Hutchinson et al (1987:107) in defining the purpose of teaching materials, the teacher can identify some principles which will guide the teacher in the actual writing of the process.A. Materials provide a stimulus to learning.
Good materials do not teach: they encourage the learners to learn. Good materials will, there-fore content:
a. Interesting text is a tool that to be help the students in understand materials well. By interesting text the students will be easy in catching the point of the materials.
b. Enjoyable activities which engage the learners‟ thinking capacities. Well interaction
5 will make the students comfortable in the classroom. By interesting learning process that will make the students interactive in the class by discussion, argument and others.
c. Opportunities for learner to use their existing knowledge and skill. Teacher in the learning process have to be flexible in interaction with the pupils, by give them opportunities in the classroom that will increase the students skills and develop their knowledge.
d. Content which both learner and teacher can cope with. By consider the content of the materials teacher should understand about the content itself, by seeing the level of the students, lacks and wants of the students. by understanding the content the teacher will be easy in delivering the materials.
e. Materials help to organize the teaching learning process, by providing a path through the complex mass of the language to be learnt.
Good material should, therefore, provide a clear and coherent unit structure which will guide teacher and learner through various activities in such a way as to maximize the chances of learning.
f. Materials embody a few of the language and learning. In the learning process by combining the mother tongue and second language will make the students easy in understanding the materials and teacher easy in deliver materials to the students.
g. Materials reflect the nature of learning task.
Materials are designed for teaching learning process, before teaching learning process materials is always design by the teacher by following curriculum.
h. Materials can have a very useful function in broadening the basis of teacher training, by introducing teacher to new technique.
i. Materials provide models of correct and appropriate language use. By correct and appropriate language will makes the students more easy to understand the materials and makes the learning process will be run well.
D.
Secretary Department MaterialsIn vocational school there are some departments that can be chose by the students before register themselves in the school. Example in vocational school, are there: business department, secretary department, marketing department, banking department, and others. In this thesis proposal, the researcher chooses secretary department as the informant in collecting the data.
There are some general objective and specific objective of secretary department. Based on
syllabus that researcher got from SMK 3 Padang.
That is General objective and specific objective in secretary department is:
A. Understanding monolog text in the certain situation work.
In understanding monolog text the specific objective of this situation is:
a. Answering the question about advertisement, reports and announcement
b. Tells about some of example advertisement, reports, and announcement.
c. Explaining the relevant words.
d. Use the words from prefixes and suffixes words that given in a short dialog.
B. Understanding of limited speaking with the real speaker.
In understanding of limited speking with the real speakers the specific objective of this situation is:
a. Explaining the expressions that are used in reservation.
b. Writing short dialogue about reservation and complaint.
c. Applying expression in making agreement, ensuring, and canceling agreement.
d. Applying the expression to explain necessities or do not situation in the future, right now and past (conditional sentences and subjective wish).
e. Answering the question from interview C. Present of the report
Specific objective of present of the report is:
a. Explaining part of the report b. Writing simple of the report c. Presenting of the simple report
D. Understanding how to use manual instrumentation.
a. Tells about manual tools
b. Explaining the function of manual tools by question and respond.
c. Choose manual tools to speak in words and sentence by self.
d. Passive voice
E. Understanding of simple letter
a. Tells the meaning of letter in business document
b. Tells kinds of business letter and business document
c. Differentiate business letter format or business document by answering some of question.
6 d. Writing a good letter and business
document
F. Understanding of the technical documents a. Tells the meaning of standard operating
procedure (SOP)
b. Explaining about content of (SOP) c. Applying content of SOP
G. Writing of business letter and simple report a. Tells kinds of business letter
b. Differentiate business letter format c. Differentiate business letter and
advertisement
d. Writing example of business letter and advertisement of job vacancy.
e. Designing job vacancy.
Based on the explanation above, the researcher use this general objective and specific objective syllabus in SMK 3 Padang in analyzing students need analysis in SMK 3 Padang. The researcher will give the question about materials that given in that school to the students by seeing general objective and specific objective of the syllabus. It can make the researcher easy in getting the data of the students need analysis in SMK 3 Padang. Because by seeing objective and specific objective the researcher will known about materials that the teacher given to the students in the classroom.
RESEARCH METHODOLOGY
The researcher chose descriptive qualitative research as research design, because the reseracher tried to analyze the relevancy of students need analysis toward teaching material that done by English teacher at SMK 3 Padang. According to Gay and Airisian (2000:275), descriptive research is used to investigate the variety of educational problems and issues. It means that, descriptive research was a research that started of collecting and analyzing the data to find the answer question. In this research, the researcher would analyze the relevancy of students need analysis and teaching materials that have been done by the English teacher in SMK 3 Padang academic years 2014-2015.
Then, the respondent of this research were the students of secretary department in the third grade that consists of two classes and 29-32 students in every class at vocational high school 3 Padang. The researcher used document of the English teachers‟
materials book in gathering the data and information which would be describing. The researcher chose the document from English teachers‟ like materials book for the source of the data because on the practically
reason. It guided the researcher in describing the major issues of this research clearly. Questionnaire was a method that researcher did by given a question to the target situation.
To come to the result of the research, the researcher had to collect the data. This data would be collecting through some procedures. First, the researcher went to SMK 3 Padang to give the letter of the research recommendation from STKIP and educational department Padang. Second, the researcher met English teachers of SMK 3 Padang to arrange the schedule of the research. Third, the researcher would be asked about teaching materials that is used by the teacher, and then the researcher seen teaching materials and curriculum that was applied by the teacher. Then the researcher contributed questionnaire to the students to collecting the data about need analysis. Next, after got the information from need analysis and teaching materials used by the English teacher in secretary department class in SMK 3 Padang. Finally, the researcher would be analyze the data that have been collected to seeing the relevancy of teaching materials and need analysis in SMK 3 Padang.
RESEARCH FINDINGS
The questionnaire distributed for all of respondents in this research which was consisted of 32 students in secretary class students of SMK Negeri 3 Padang in academic year 2014-2015. After distributing the questionnaire to each respondent, the researcher did some steps to get the result of data such as reading, counting, describing and classifying in order to make clear data for this research. From the data analysis, the researcher could explain that, the third grade students in secretary class SMK Negeri 3 Padang, they were in seldom relevant criteria to some categories of need analysis indicator that is necessities, lacks and want. The researcher got finding of this research that implementation of each category was different based on its theory and indicator that had been explained by some experts in chapter II.
As a finding, the researcher saw that the entire respondent had seldom relevant criteria in every indicator. Based on the explanation above, student‟s necessities was more to seldom relevant criteria. From 10 questions, 7 question students are there in seldom relevant criteria, 2 questions students in rarely criteria, and 1 question student in always criteria. Many students do not have their necessities in the classroom. Students do not learn about materials based on their needs. It shown by percentage all of the students answer under always and often relevant criteria. Teaching material does
7 not too better apply by the teacher in the classroom.
Sometimes teacher do not deliver teaching material, based on the secretary students department. It makes the students in seldom relevant criteria for their necessities.
Next, to the students lacks, it were saw from 10 questions about students lacks in learning the materials, the total students answer was 3 questions the students answer rarely got the difficulties in learning the materials it were shown in the question number 11,13,and 19. And then 6 questions the students answer seldom criteria, it were shown in question number 12, 14, 15, 16, 18, 19, and 20. And then 1 question for number 17 the students answer always got the difficulties in learning these materials.
From this percentage joins to seldom relevant criteria, many students answer in these criteria; it shows by the students answer in the questionnaire.
The students sometimes have lacks to their teaching materials, they were hard to learn about teaching materials that teacher delivered to the students based on the syllabus.
Wants was the last indicators, in this indicator based on 32 students and 9 questions. The results got from the data above, from nine questions about wants 1 question in rarely criteria; this was for question number 23 was about using the future expression and agreement when doing communication with costumer in work place. 8 students answer rarely like to learn this learning materials and this is different one student with seldom and often with answer 7 students. Next, 5 question was seldom criteria; it was for the question 21, 22, 24, 27, 28 then 3 question the students answer often criteria it was about question number 25, 26 and 29. It means that student‟s wants about teaching materials not really applied better by the teacher.
It was reinforcement by teaching materials from course design and teaching materials book.
From this source, sometimes teacher gives teaching materials relevant with students‟ secretary department, and sometimes did not relevant with the students wants. From all of those indicators, finding got from all of the students answer in every indicator like: necessities, lacks and wants the students higher answer in every indicator was seldom relevant criteria. And of course these results came to seldom relevant criteria. This result reinforces from course design and teaching materials book that teacher use for secretary class in SMK Negeri 3 Padang.
CONCLUSION
From the research findings, From all of these phenomena, after seeing student‟s respondent about the questionnaire and documentation it were show to the researcher every indicator in need analysis like
necessities, lacks, and wants came to seldom relevant criteria. It was reinforcement from the course design and teaching materials from the teacher. It means that, the relevancy between students need analysis and teaching materials was not to relevant or seldom relevant. It were suing from the students necessities, lacks, and wants. The students answer more to seldom relevant criteria, and the results of this research came to seldom relevant criteria.
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