Articles
DOI: 10.21070/icecrs2021916

The Appropriateness of English Materials Based on Teachers Lesson Plan on Multimedia Students at SMK Antartika 1 Sidoarjo


Universitas Muhammadiyah Sidoarjo
Indonesia
Universitas Muhammadiyah Sidoarjo
Indonesia
English Specific Purposes Need Analysis Supporting English Materials

Abstract

The aimed of this study was to discover and analyzethe appropriateness of English learning material for the students based on teachers’ lesson plan. This study used qualitative method, the subject and object in this research is the document which is consisted of teaching materials in lesson plan on the first semester of tenth grade that the teacher used for teaching the students multimedia major at SMK Antartika 1 Sidoarjo. The data was collected by analze teachers’ lesson plan and interview. The result of this study showed that most of indicators about the appropriateness of teaching material for English specific purposes were not fulfilled and most of teaching material that teacher used was English for general purposes by follows the syllabus from department education. Hopefully, teachers could create appropriate teacjing materials and develop teaching material which appropriate English specific purposes for the students

Introduction

Learning English as a foreign language program is important. In Vocational high school [1] Curriculum development English is taught to give students communicative use of English needed for their future. Before design a English class for teachers or curriculum designers have to be find out of students’ needs espessialy for the materials used to be goals and objectives. Therefore a teacher has to present English supporting material for the students. It is important to know the appropriateness lesson plan that teachers used. To cruise English supporting materials. The potential language learning can be accomplished If teacher conscious and create the lesson plan based on the needs situation in class, their capability, potency and selection in meeting the needs. Teacher have to be innovative and applicable in learning to helps them by using English language and will help their work place later.

Harmer said that there were 2 point of why teachers need to plan a lesson. Fisrt, lesson plan is handbook for the teachers.[2] Teachers have to be innovative and creative to create lesson plan by adapt and know situations in classroom. Second, lesson plan it related between teacher and students. teachers who has done planning the lesson then the lesson should be commite toward teaching and has to get positive respond from students. Vocational high school may have differences curriculum with senior high school. In vocational high school, students are majored in many different field of study which deal with differents needs of English major it means that vocational high school have to used English for specific purposes. In senior high school, students are majored in general study. that is why senior high school used English for general purposes.

Based on pre-observation, the researcher found that English competence were actually high, but students proficiency of English materials regarded low. The absence of particulary of English learning materials for students multimedia major had low intention to learn English. One of factors affecting students have low intention to learn Englisng was beacuse unsuitable the current teaching materials toward students major. Because of majority the students in SMK Antartika were male. Teacher has difficult to control them and found suitable material that support the situation which related to students different major in learning English. Therefore, the teachers in SMK Antartika 1 Sidoarjo still use the general English material to teach the students even in that school there are some of major such as Multimedia, Engeneering, and Automotive major. Moreover, there are some of materials provided in the English textbooks for vocational high school are not suitable or availble for their abilities and their needs. Teacher have to be innovative and applicable in learning to helps them by using English language and will help their work place later.

John & Sons siad that “Needs analysis indicate to the method for collect and estimate an information that involved to course design. That is means of esthablishing course.[3] Needs analysis, implememt to establish about “what” and “how” of a course, is the first extent in English specific purposes course development, comply by curriculum design, selection materials,methodology,assessment, and evaluation.[4] Needs analysis was presented for language teaching beyond the English specific purposes motion. Talk about English specific purposes, Hutchinson & Waters said that English specific purposes is an approach to language teaching which all of determination as content and techniques were based on the leaners’ reason for learning.[5] Grave stated that materials development have to created, choosen or adapting and organize materials also the activities. Therefore the learners can extend the objectives that would support the learners to achieve the aim of the course. Students or learners can be seen in the differences need and their attention which would have an important affect on the students motivation in learning. In consequence, the researcher focused on analyze teachers lesson plan. The researcher also wants to find out the appropriateness English materials that the teacher used. Based on those explanation, the researcher concentrate on analyze teachers lesson plan. The researcher would analyzed what the appropriateness teaching materials in multimedia students at SMK Antartika 1 Sidoarjo.

Methodology

In this research, the reseacher used qualitative method. Sugiyono qualitative is descriptive clarification or explanation which the data was collected in the form of words.[6] The reseacher used this method because the data analysis would presented descriptively. The data instrument of this research were analysis document, and interview. The qualitative data were from the result of observation,analysis document, and interview. From those manner there were feeedback for the English teacher to the students as subject in this study. The analysis document would be analyzed by using Hutchinson &Waters’s theory.[4] Hutchinsom & Waters tells that objectives of teaching materials development divided into 6 principles such as: materials provide a stimulus learning, materials help to organize the teaching-learning process, materials embody a view of the nature of language and learning, provide nature of leaning task, broadening the teachers’ knowledge, and the last Provide correct and appropriateness language use. The interview were recorded and than transcribed. And those data would be analyzed using descriptive qualitative based on Huberman and Mile’s theory that is reducing and then displaying it before drawing conclusions.[7]

Result and Discussion

The data were collected on 17 October 2018 in class X RPL 2. To collection this data the researcher has observe and then analyzed teaching material in teachers’ lesson plan during the learning process. Here, the researcher analyzed a lesson plan about descriptive text for three meetings on KD 3.4. To analyze the teachers’ lesson plan, the researcher used [4] Hutchinson and Waters’ theory that tells the objectives of teaching materials development divided into 6 principles:

First is about materials provide a stimulus to learning. Based on observation, teaching materials that the teacher used did not present a stimulus learning for the stuednts. In teachers’ lesson plan, the teacher was give a descriptive text but in that example did not appropriate for the students in multimedia major. The learners did not get a chance to practice their skill and knowledge that related to multimedia major. Based on the teachers’ lesson plan, teaching material was not provided a stimulus English learning. the materials did not input an attractive text which suitable to students field study, and from the observation the researcher found that the students was not active in class. in first meeting the teacher only explain the material and ask them to takes a note. In second meeting, the teacher ask them to made an descriptive text by describe their friends in pairs. But not all of them could practice in class because of they have limited time. Its means that by given inapposite material to the learner made them was not motivated to learning.[4] Hutchinson and Waters said that to teach the students did not need a good material, but they may encourage them to learn. Based on interview, the teacher said that to control them was not easy because of majority in class was a male. So its difficult to made them interactive in class. Its depends on their capability to understand English. There were the students who good in learning English but there were also the student who has difficulties in learning English.

The second is about materials help to organize the teaching-learning process, Based on teachers’ lesson plan did not provide clear explanation and example of focus language such as tenses. The lesson plan only focus on question for descriptive text. The teacher only focus on generic structure of descriptive text and did not explain what kind of tenses that usually used in descriptive text. The reseacher found that most of the task in teachers’ lesson plan did not relate to students field study such as desrcribing people and animals. And from observation the researcher found that there was a students ask about tenses in desriptive text but the teacher did not listen it. it means that the teaching material in teachers’ lesson plan did not help to organized the thae teaching learning process. Those explanation was not related to [8] Harsono statement that to taught the students, material should ne preceived by learners as concerned and helpful. Its means that the material in teachers’ lesson plan was not comply the principle about help to organize the teaching learning. Teaching material also did not show explanantion of language focus like intonation to speak.[9] Wahyu taufiq said that the teachers has to know the sudents’ ability in using tenses, but based on interview, teacher said the teacher agree that the students in SMK Antartika 1 Sidoarjo need to understand English in their major which most of the vocabularies in multimedia terms that they really need. Teacher need to input comprehension of the language used for English technique.

The third is about materials embody a view of the nature of language and learning. In teachers’ lesson plan, the teacher did not give several terms that reflect to multimedia program and text that observe their skill in understanding the lesson. The text reflect to the students’ skill in understanding the lesson because that text was taken from a book which predetermined by the goverment. Therefore, in lesson plan has gived model and question about descriptive text. The teacher gived them some questions about descriptive text and some warm up activity. But based on interview, the teacher said the English material that the students learned was related to the needs of students work later such as in toefl test for applied job, there was no toefl for technique. Toefl its general test. The fourth is about provide nature of learning task. In this part, there were several indicators like teaching process which designed by reflection of learners level. Material in teaching have to be provide an example, the materials should apply drill paterm or recurrent in practicing and teaching material have to be simple and easier to make the learners easier to be understand the material.

In teachers’ lesson plan has provide clearly example and explanation of descriptive text which propped material for the learners and also has provided drill patern in practicing. Although teaching material has provided learners; knowledge level and the materials have to be simple and understanable for the students. However, those several items were suitable for senior high school students who used English for general purposes, yet vocational high school suppose to be used English for specific purposes. this indicator was not apropriate for English for specific purposes because those finding refers to English general purposes. But based on interview, teacher said that the level of the students was in novice level. To made them understanable about the materials was a homework for the teacher because of the respond of the students its depands on each class.

The fifth is about broadening the teachers’ knowledge. In the research finding, in first meeting the teacher only explain the material about descriptive text include definition, purposes and generic structure. The teacher also give them an axample and give them question about descriptive text. The material should expend teachers perception toward English for specific purposes yet, in teaching material which teacher has applied was not related to multimedia major. Based on interview, the teacher said that the school may followed the syllabus by department education. and for production the material, the school adjust with the syllabus from department education. And the school used English general material. So there was not differences between senior high shool and vocational haigh school. Those explanation did not reflect by Hutchinson and waters [4] statement that in teaching material have to provided an information which needed by the students.

The last is about have to provide correct and appropriate language use.Based on teachers’ lesson plan, the researcher found that the material that teacher used to teaching did not suitable for mutlimedia students because it used English for general purposes. Then, task in teaching materials that used in SMK Antartika 1 Sidoarjo was not appropriate for the learner in multimedia major because of used English general purposes. But based on interview. Teacher assume the English material that students learn now was related to the needs of students work later. Because of the school followed the curiculum that has been determined from goverment, English materials has appropriate with students neeeds when they applied job later.

Conclusion

Based on research finding, the teaching material in the teachers’ lesson plan based on hutchinson and waters theory with several principles of teaching materials. One of the important component in teaching process was teaching materials. In learning process has provide clearly explanation and example of dercriptive text which propperd material for the learners and alo provide drill patern in practicing. The teaching material should be appropriate with the needs and the situation in class when learning process. The English materials did not suitable to the concepts of English for specific purposes. Most of items about appropriateness of teaching material for English for specific purposes are not fulfilled. Most of teaching material that the teacher used was English for general purposes by follows the syllabus by department education. The school used English general material. So, there were not differences with senior high school and vocational high school.

Acknowledgement

The writer would like to thanks to all of readers and also the researcher really appreciate to friends, university, and all of people who was give supports during this thesis.

References

  1. D. T. Palupi, “Indonesia Journal of Curriculu, and Educational Technology Studies,” IJCETS, vol. 2, 2018.
  2. J. Harmer, The Practice of English Language Teaching 4th Edition, England: pearson Education, 2007.
  3. A. J. Wiley dan S. , The Handbook of English for Specific Purposes, 2013, p. 326.
  4. T. Hutchinson dan A. Waters, English for Specific Purposes, 1987.
  5. K. Grave, Teachers as Course Developers, 1998, p. 150.
  6. S. Metodologi Penelitian, Pendekatan Kuantitatif, Kualitatif dan R&D, Bandung: Alfabeta, 2010, p. 14.
  7. A. M. Huberman dan M. B. Miles, Qualitative Data Analysis, secondh edition penyunt., London, 1994, p. 10.
  8. Y. Harsono, “Developing Learning Materials for Specific Purposes,” TEFLIN Journal, vol. 18, p. 171, 2007.
  9. W. Taufiq, “The Ability of MAN 3 Malang Students in Using Simple Tenses,” 2005.