Professional Documents
Culture Documents
A THESIS
By:
SRI LESTARI SETIAWAN
REG NUMBER: 2113121067
2016
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CHAPTER I
INTRODUCTION
having a good knowledge students are expected to be able to earn their life
education system, there are many subjects that should be understood well by
have been taught from Junior High School level until Senior High School
High School level which is having specific study programs and specific
subjects. The purpose why vocational high school has been specified it is
because the school will prepare the students for having a career or job based
on the specific applied skills. To achieve this purpose a vocational high school
student of vocational high school in Culinary Study Program will get many
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subjects related to food and beverage and a student of vocational high school
eventhough in vocational high school and other levels of education will have
different subjects, but there is one subject that always be taught in every level
international relationship, and etc. By seeing some the advantages people try
kinds of curriculum that are used in Indonesia, they are: K13 (Kurikulum
2013) & KTSP (Kurikulum Tingkat Satuan Pendidikan), but the object of this
research is SMK Panca Budi 2 Medan which is actually used KTSP, actually
reach the goal, students in vocational high school must pass the three standard
and written, but the aim is easy to be said rather than to be done, because in
the real implementation students who are taught in English subject in the
classroom, have failed to use the target language properly in their real
situation. This evidence has proved the failure in teaching learning process.
Actually there are some various factors that have influenced them; such as:
students’ interest in learning English has been low, the teacher mostly
dominated the teaching learning process by tutoring, the teaching media has
not supported the teaching learning process and the major factor is the
students’ course book is too monotonous and even sometimes the students’
consists of four skills which have to be mastered by the students, they are
listening, speaking, reading and writing. In this case, the learners are required
the language as well as producing the language are exactly have a relationship.
Among the four language skills, reading is one of the skill that should be
learned well by the students because by having reading skill they will be easy
elaborate that reading is a way to draw information from printed page and
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interpret the information appropriately. Meaning that the students will find out
the information from the text as efficient as possible. Yet, the fact shows that
activity. They think that reading activity is a tedious activity; furthermore they
think the topic is not interesting or it is not related with their needs and
Based on the writer’s preliminary observation, the writer has found most
of students were not good in comprehending the texts. At the beginning the
writer asked the students about their interest in learning English especially in
reading texts, and they told the writer the reading materials were hard to
then the writer checked their books and it has found that their reading
materials are tottaly irrelevant with their study program, they often get
confused because they did not understand the reading subject, the texts are not
suitable for the students in vocational high school. For example there were
some texts under the title How The Microwave Oven Works and How Safe is
Your Home?.
in the future. The writer has analyzed the office administration text book, there
are many instructions in order to be a good officer or secreteary, such as: how
to handle the telephone, how to arrange the meeting, how to write a good letter
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or email and etc. The writer also found the basic competence in the syllabus,
Students’ English text books provide some procedure texts yet the materials
Unfortunately, the writer of the text book has provided general materials,
before writing the materials, the writer has seen the curriculum as the standard
for the writer to write the text book. They have emphasized the materials
based on students’ level, there is no specification on the text book because the
writers are not the teachers for the students. It doesn’t mean those text
materials are not good yet, they are not appropriate for students in specific
purposes.
Tom Hutchinson and Water (1987:8) says that learners were seen to have
of their specialist area work or study we can conclude that English is also used
By seeing the preliminary data we can conclude that there are many of
students were not interesting with the existing materials just because all the
topic of the texts are unrelated with their environment, meaning that the
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function of ESP itself can decrease that problem, through ESP the teachers can
analyze their students’ needs and they also can design the appropriate reading
materials for their students, the students will get the relevant materials based
on their study program, the texts will be ineteresting for the students and
finally the students can improve their knowledge by having the suitable
reading materials.
From the explanation above, we can sum up: a teacher as a facilitator has a
is not only has to teach in the class or give the lesson for them, but the teacher
should consider the english materials that are suitable for the students if he or
she finds that the existing materials can’t work well to fulfill the students’
needs. By doing this the teacher will be easier to teach reading skill and it can
1. “What are English reading materials which are appropriate for students
2. “How are English reading materials, which are suitable for students of
are:
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The scope of this study is the students in the third grade of SMK Panca
The result of this study are expected not only to be the merely data
Theoretically, the result of this study can be a reference for those who are
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Framework
applied in the research concerned. This chapter presents theories of the study
in order to give some clearer concepts being applied in this study dealing with
reading and material development. This concept will lead to a better analysis
of the variables chosen because it helps the writer to limit the scope of
the terms used. The following terms are used to explain some basic theories
1. Reading
between the text and the reader that is shaped by the reader’ prior
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that reading is the most important skill among four well-known ones
(reading fluency). The reader interacts dynamically with the text as he/she
tries to elicit the meaning and where various kinds of knowledge are being
reader.
writer’s ideas or writing style. Person may also read for enjoyment, or to
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as follow :
information. For example, a ‘stop’ sign for a motor rider or driver and
other example are ‘ladies’, ‘gentlemen’ and ‘exit’ signs which can be
well. It can be said that this purpose serves the wider role of extending
sum up the information from the book. So that, he or she can get the
done, it can be said that reading for pleasure is done for its own sake,
we don’t have to do it. The reader want to use their spare time by
having reading activity. People read some material which can entertain
and it takes no matter while they do and read it. For example, a mother
3. Reading Comprehension
will hesitate to call that reading; it means that reading is worthless without
When readers do not comprehend, they are not reading (Rahimpour et al,
2013).
from a text.
a. Bottom-Up Process
language itself. From among all the perceived data, the reader selects
the signal that make some sense, that cohere, that “mean”. Bottom-Up
Process means ‘Reading for Detail’, in this process students start from
the smallest units of lnguage: letters, words, clauses, and phrases, and
try to understand what they mean before fitting them into the larger
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text. In the other words, Bottom-Up Process is when the reader builds
poor or slow readers, but can sometimes occur when the readers own
read the text aloud, it may encourage bottom-up process because they
b. Top-Down Process
means ‘Read for Gist or Reading for Main Ideas’, this process refers to
reading from a few clues, so the reader’s mind can make inferences to
text and the reader’s good schema knowledge. This is associated with a
good reader, who does not read word by word but quickly and
try to understand the gist by erasing some words from this sentence, ‘. .
understand the verb “sells” you would know the main idea is someone
is selling something.
c. Interactive Process
the writer can’t be seen) and both processes are necessary, top-down
process will predict the meaning and bottom-up process will check it.
For example, if you are trying to understand a poem and how the
yet if it is the mood or tone the author has created, top-down process in
in order.
found in the text. Briefly, students are expected to have the ability to
read the lines of the content material. They are able to translate by
decoding the printed words to get the gist of the author’s message.
without understanding the material on this level, you could not go any
farther. For example, the part of the text stated that ‘Billy is sitting
more blocks he adds, the more great his design becomes’, the
the text means. We start with the stated information. this information is
and draw a conclusion. For example, the part of the text stated
higher and higher. The more blocks he adds, the more great his design
becomes’, the question is ‘do you think that Billy is good at building
tower ? why ? and the students can assume this is true because the
story says that ‘. . .his tower become higher and higher. The more
draw new insights and develop fresh ideas. Guiding students through
principles and impications presented in the text. For example, the part
of the text stated that ‘Billy is sitting alone in a corner and building a
becomes higher and higher. The more blocks he adds, the more great
his design becomes’, the question is ‘Tom is Billy’s friend, Tom is good
Billy will accept Tom’s offer ? why or why not ? if yes, do you think
they can work together ? why or why not ?, if no, do you think Billy
success to build a castle alone ? why or why not ?, and the students’
6. Text
communication.
what they are made to do. A piece of poetry, for instance, is immediately
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7. Procedure Text
a. Social Function
is omitted, after that procedures text will explain step by step how to
b. Generic Structure
needed.
procedural texts generally begin with the goal of the task, which is
use an appliance, may not include this information. The text then
c. Language Features
8. Material Development
because there are some items of the existing materials which need to be
materials and also monitor the progress and needs of the students and
teaching materials fulfill what students need about a subject that they learn
(Kitao:2007).
There are different needs for different purposes (and learners) of English
language e.g.: English for Business, English for Economics, English for
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Culinary and Art, English for Secretary, English for Technicians and
others.
they are:
will use the language that they are learning, further ESP course
situation.
itself but the thinking process. The focus should rather be on the
cope with the surface forms, for example guessing the meaning of
1987).
learning).
Needs analysis is one major factor that differentiates ESP from other
learning it? What is the target situation and above all how is the course
duration? Finding out the needs of the learner involves finding out his
a. Target Needs
Target needs deal with the question what knowledge and abilities
the learners will require being able to perform to the required degree of
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further elucidated:
1. Necessities
means what the learner has to know in order to function effectively in the
necessary information from sales catalogues. He or she will also need to know
2. Lacks.
decided then which of the necessities the learners lack. One target situation
necessity might be to read texts in a particular subject area. Whether or not the
learners need instruction in doing this will depend on how well they can do it
3. Wants.
The learners too have a view as to what their needs are. According to
Richterich (1980) the existence of need is associated with the perceptions and
personal feelings that the learners express on the basis of data pertinent to
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their environment. So, wants are, in fact, the reflection of learners‟ own
perceptions.
b. Learning Needs
target needs they influence and affect the overall ESP program ranging
major distinction of ESP program, the learning needs then have the pivotal
going back many years (Mason & Rennie, 2010). In practical terms this
the syllabus.
making :
effective as possible.
2001).
There are three main types of course design (Hutchinson and Water in
Mc Grath, 2013) :
3. A Learning-Centered Approaches
the learner.
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12. Curriculum
course taught in a school or a program, the document that list the courses
of content units arranged in such a way that the learning of each unit may
specified prior unites (in the sequence) have already been mastered by the
Kelly (in June, 2005) identifies three kinds of the nature of curriculum
reflects the knowledge, skills and attitudes which refers to the concept of
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potensials optimally.
13. Syllabus
syllabus from Senior High School. Although, they are in the same level.
communicating.
As the writer has stated in the backgroud of study, there are three kinds
beginning level among the three levels, elementary is the medium one, and
Since the focus of the study is on SMK grade XII, the level of ability
vocation and they are in the third-year as well so they have to prepare
2013).
basic office skills that can prepare the students to perform clerical
management positions.
B. Relevant Studies
Medan, Benni Ichsanda Rahman (2013) under the title Developing English
genre of texts they were, narrative text and recount text. He made 2 texts,
the first one was about Persimmon (recount text) and the second was about
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students.
Medan, Femi Septiani (2014) under the title Developing Reading Text
High School, she took 1 genre of text that is procedure text. She made 4
texts, they were, how to make oriental cuisine, how to make cake, how to
make beverage, and how to make pudding. Those texts were related with
food recipes and they were exactly match with students’ major.
Boarding School, she took 2 genre of texts they were narrative text and
recount text. She made 2 texts, the first one was about Muhammad SAW
(recount text) and the second was about Musa and Fir’aun (narrative text).
Medan, Sri Lestari Setiawan (2016) under the title Developing English
text. She made 3 texts related to officer or clerical duties, they are:
C. Conceptual Framework
and writing) that must be got by the students, reading is one of language
there is an interaction between the reader and the text, by having a reading
skill the reader can gain the information from the texts.
Nowadays, we have to see the facts that there are many students
aren’t intereseted to read the texts in their books. There are many reasons
behind, such as; they don’t like English subject, the language in the
understand because they don’t have prior knowledge, and even the texts in
their books aren’t matching with their needs. Those problems always
teaching learning process. The first teacher has to manage the classroom’s
athmosphere, the second the teacher should take control while students are
doing the activities, and the third the teacher must consider the appropriate
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teaching materials, so that the teacher and students can reach the goal of
materials, are closely related. In this case the teacher should choose the
suitable materials for students, that must be based on the students’ prior
Indonesia, for instances; Senior High School Level and Vocational High
School Level, eventhough they are in the same level, but they are coming
from different majors and purposes. Yet, the problems is the availibility of
Another fact shows that the text books which have used by the
have provided general materials, they have emphasized the materials based
writers are not the teachers. It doesn’t mean those text materials are not
good yet, they are not appropriate for students in specific purposes.
In this case the teacher needs to know the students’ needs, meaning
that teacher should adjust between the reading materials and learners’
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majors. By knowing those things the teacher can develop some reading
can see the need analysis and course design as well. Before the teacher
starting to make the new materials, he or she should analyze the learners’
needs and consider the appropriate materials that are going to be learned
and after doing those things, the teacher can develop the effective
materials which are based on student’ needs. When the teacher can to do
it is going to be easy for the teachers and students to reach the learning
goals.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
adapted from Borg and Gall (1985:775) in fulfilling the students’ need in
This research was conducted by following six phases of R & D, they were:
2. Analyzing data
This model of development was chosen because it had some stages which
Qualitative data were collected to get the research objectives. The sources
of qualitative data were syllabus, lesson plan, and existing teaching materials.
Besides that, there were teacher’s interview, and also students’ questionnaires.
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This research was conducted in SMK Panca Budi 2 Medan which was
located in Jl. Gatot Subroto Km 4,5 Medan and took in odd semester.
The subject of this research was the students who were in grade XII SMK
why the writer chose the school, because there was no previous research in
this school related to developing English reading materials and the teacher
suggested the XII class as the subject of this research because the students
This step conducted for getting the data from the students about their
interest with English and also for knowing what were their problems in
the writer prepared some questions related to the topic. In this case the
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the interview was natural, then between the writer and the teacher
explored the topic more active. The function of interview was getting
the data from the teacher about the students’ interest, the obstacles in
teaching learning process and the materials that were used in the
classroom.
1. Curriculum: KTSP
2. Syllabus
3. Existing materials
4. Teacher’s interview
5. Students’ questionnaires
1. The writer interviewed the English teacher for knowing the average
the writer checked the syllabus and existing materials. In this stage the
2. The writer gave the questionnaires to the students. In this part there
were some questions given that used to know the students’ interest and
3. The writer observed the syllabus and existing materials. In this part the
writer saw the basic competence and the students’ text books in order
materials which were appropriate for the students in SMK Panca Budi
2. Analyzed the syllabus and the existing materials. In this stage the
the classroom and students’ interest). Then the writer gave the
needs in learning English). Right after that the writer checked the
give it to the experts, in this case there would be 2 experts, the first
was the English teacher and the second was the lecturer. This stage
would avoid the misleading in the text and would make sure the texts
Gathering Information
and Data
Analyzing Data
Designing Materials
Validating by Experts
Revising
Final Product
CHAPTER IV
Gathering information had been done before starting the research. It was
done to get the problem of the study. There were some information gathered, such
questionnaires, and learning activity. From the information gathered, there were
two problems found. First, the reading materials in English text book were not
suitable for their learning needs. Second, there should be materials development
which fulfilled their needs. Furthermore, the detail information was needed to
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1. Need Analysis
In doing needs analysis, there were two things must be known; target
needs and learning needs. Target needs analysis was done to know the objectives
or goals of the students in learning English; necessities; lacks; and wants of the
students. The learning needs analysis was done to know about the students’
However, before knowing the target needs and the learning needs of the
students, it was important to know about the students’ background. The result can
a. Students’ Background
Kindegarten 33.3%
3 months 10%
By seeing the table most of the students got English subject since
elementary school and the others got it since kindegarten level. They were also
took additional English course outside the school, the total of the students who
took an english course bigger than who did not take an english course. For ths
students who took it, most of them were followed the course around 3-6 months.
It can conclude that, they were eager to get another English course while in the
process they stopped the course because some reasons behind, such as: their
parents forced them to follow it so that they were not pleasant to learn or they get
boredom because both of the school and course place give the same material,
2. Target Needs.
as a starting point, the writer began to ask the students about the language
No 16,7%
The reasons
getting a job
By seeing the table above, we can see most reason is for getting a job, and
some of the students chose both of them while the rest chose the reason for
Before developing the materials, the writer needed to know the students’
reason in learning English. It aimed to know the students’ opinion. Students stated
that they learn English because their interest towards English. They realize that
English will be useful for them. In the second place, the future career option could
not be denied from the students‟ objective. Only few of students chose “to support
high school which is support them to find a job. The percentage of the students’
By seeing the table, the materials that should be developed were based on
The place of using English also needed to be discovered in order to know the
setting that the students usually use it. That can be seen in the following table.
House 0%
School 16,7%
It was surprise that school has low percentage, the writer expected that the
students would use English regularly in the school, because the meetings are more
than 3 times a week, but the table showed that the working place has a high
percentage, because they were doing job training or part time working that asked
them to use English in working place. We can sum up that the English materials
The time of using E nglish also needed to be discovered in order to know the
appropriate situation that the students usually use it. That can be seen in the following
table.
This table showed us thtat the most appropriate time to use English is only in
e. Necessities
Dealing with the English subject means we have to deal with skills, the
writer also needed to know what skill that the students really need in the target
Listening 16,7%
Speaking 33,3%
Reading 33,3%
Writing 16,7%
It can be seen that the students needed improvemnt in reading skill and
then it followed by speaking. However, the listening and writing options were also
chosen by the students. This finding shows that the four skills were chosen by the
In knowing what skill the students really need, it was also important to
know the lacks aspect; in terms of students’ level of proficiency and what skill the
students often had problems. It was important aspects to be known before making
appropriate materials for the students. The students‟ level proficiency can be seen
f. Lacks
their reading skill, but the writer should also consider what are the students’ lacks
The data from questionnaires given to the students, and it was found that:
There were some reasons of the why the students had a problem in
comprehending a text. First, the students did not understand the vocabulary of the
text because the vocabulary is not relevant with their major. Second, the students
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did not understand the structure of the text and the third, the students had
It was also found that some of the students don’t like reading an English
Yes, I do 50%
And some of the students said that they don’t like reading an English text,
If not, why ?
By seeing the lacks aspect we can conclude that the students wanted to
text and the other tables also stated that the students were needed the text that
relevant with their needs and they need a text that is easy to comprehen as well.
g. Wants
to wants aspect to see what students’ really needs in order to improve reading
skill.
It was found that some of the students like reading an English text and
others do:
Yes, I do 50%
Some of students said that they like reading an English text, because of
If yes, why ?
By seeing the table above we got the reason why the students like reading
activity because the text is related to their environment, and this table below
explained to us that the students were agree if the English materials developed
Agree 100%
Do not agree 0%
So, we can conclude from those tables above, the students are interested in
reading an English text, although the others don’t. The students also gave the
reasons why they like reading an English text, because of the reading text is
relevant with their environment (major). After knowing their preferences, we saw
that the students wanted to have the reading material based on Office
Administration study program and the students hope, it will support their working
3. Learning Needs
In doing the needs analysis, another thing to figure out was learning needs.
It must be done in order to know about the students’ interests of inputs and
learning preferences. The discussion was also about the students’ preferred input
a. Preferred Input
The writer needed to know the students prefer to learn from. It aimed to
provide the best input that are suitable for the students. By using the inputs that
were preferred by the students, it can affect the students’ achievement in learning
English. The result of the preferred input can be seen in the following table.
Report 16,7%
Memo 33,3%
Article 6,7%
Letter 33,3%
Note 3,3%
Fable 6,7%
By seeing the table above, it was found that the memo and letter have high
provided related to letter and memo. Meaning that both of them were match to
students’ needs.
b. Preferred Topic
Dealing with the input, the topic of the input must be discovered in order
to meet the materials with the learners’ interests and needs. The result of the
Secretariat 50%
Archives 33,3%
The table showed the preferred topic that the students want. The secretriat
option had a high percentage since the subject of this research was the students of
Office Administration study programme. However, the massage archives and data
management options were also chosen by the students. Considering the result, the
developed materials were related to those three options, but the materials were
focused on secretariat.
Magazine/newspaper 16,7%
It can be seen that most of the students wanted the reading input that were
In contrast, only few of the students were chose texts from magazines/newspapers
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and text with pictures. However, all of option were chosen by the students.
Considering this result, the reading input were taken from those options in order
Some of the students chose answer questions form a text given as reading activity
The reading materials which used by grade XII students of SMK Panca
Budi 2 Medan were taken from Buku Bahasa Inggris XII published by Citra
Pustaka, Bandung and here was the example of the text which was taken from the
book.
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As the writer stated on the background that the curriculum used in this
secretary or officer. The text above is actually procedure text, but it could not
After gathering information and data from interview that has taken to the
teacher and also the questionnaires that have been taken to the students. The data
was analyzed and divided into need analysis, target needs (necessities, lacks and
wants) and learning needs. The existing material was also take into a
consideration before the writer starting to design new reading materials. Those
new reading materials below have been designed by seeing students’ major and
student’ needs.
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a. Text 1
b. Text 2
c. Text 3
5. Then, prepare the materials for meeting, such as: paper, report,
and etc. You can unite them into one map holder and you will
distribute to the audeiences on the meeting day.
6. Next, prepare the tool and equipment for meeting, such as:
a. LCD Projector/OHP (Over Head Projector),
b. Sound System,
c. PC (Personal Computer) Portable,
d. Block Note and Pen.
7. After that, prepare the meeting venue and make sure the total of
audiences.
8. Then, prepare the accommodation if it is needed, as a secretary
you should reserve the rooms.
9. Next, prepare the transportation if it is needed, because
sometimes both the meeting venue and accommodation will be
located at different places.
10. After that, prepare food and beverage for the audiences.
11. Then, prepare a medical unit if it is possible.
12. Finally, check a day before the meeting day to make sure
everything is prepared well.
E. Validating by Experts
it can be determined, whether it has been proper or not. The final draft has been
discussed to the experts, they were: Rita Suswati, S.Pd, M.Hum, as a lecturer and
1. English Teacher
In this case, she checked the information written in the reading materials,
suggested to fix some vocabularies in the text, in order to make those texts would
be easy to comprehend . Furthermore, she did not find any false information on
2. English Lecturer
categories. They were linguistic, process, product and content, and layout. Each
a. Linguistic Dimension
list of words provided, she also asked the writer to change some mistyping and
misunderstanding words, but she categorized the linguistic dimension was good.
b. Process
d. Layout
The new reading materials had been evaluated by the experts. There were
list of words provided, she also asked the writer to change some mistyping
There were three new reading materials that related to the students in
Office Administration study program, Each text had exercises; they were
language features, match the vocabularies and their meaning, true or false
questions, answer questions from a text, quiz and the writer also provided list of
glossaries .
to know whether they could be used or not to the students. The first validation was
appropriate. Then the percentage showed that the reading materials were % valid
The second validation was from English lecturer. There were four criteria
Then the percentage showed that the reading materials were % valid based on
English lecturer’s validation. Finally, final products or new reading materials were
valid to use as learning materials at SMK Panca Budi 2 Medan especially for
CHAPTER V
A. Conclusions
job later.
2. The reading materials on general English book did not match to their needs
Validating the new reading materials by experts (Islamic subject teacher and
B. Suggestions
1. Teacher
were useful for their daily life and learning environment. The teacher should
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use the appropriate teaching materials based on the specific vocation which
is had by the students. The teachers should develop the reading materials if
they found the materials were too general for the students at SMK Panca
2. Institution
The institution should supervise the teachers and ensure them that the
institution also should find the books which match to the students’ needs.
3. Other researcher
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