developing theme-based english textbook for …
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DEVELOPING THEME-BASED ENGLISH TEXTBOOK
FOR AGRICULTURE STUDENTS
THESIS
By:
AKBAR HARISAPUTRA
S891208002
This thesis is submitted as a partial fulfillment for the requirements
of obtaining the Magister Degree in English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
ABSTRACT
Akbar Harisaputra: “Developing Theme-Based English Textbook for Agriculture Students. Thesis, English Education Department, Teacher Training and Education Faculty, Sebelas Maret University, Surakarta, 2017. Advisors: I. Prof. Dr. Joko Nurkamto, M.Pd., II. Dr, Ngadiso, M.Pd.
The objectives of this research are: (1) to describe the features of the existing English textbook used at the agriculture faculty; (2) to describe how the existing English textbooks relevant with the need of the student at the agriculture faculty; (3) to describe specifications of the English textbook expected by the students of agriculture faculty; and (4) to describe the specifications of the theme-based English textbook for agriculture students.
This research and development was conducted into two main phases based on Sukmadinata (2006) namely: (1) Exploration phase and (2) Product Development phase. The exploration phase describes: (1) the existing English textbook used at agriculture faculty and (2) the students’ needs toward the content of English teaching. Meanwhile, the Product Development phase informs: (1) the description of theme-based textbook, (2) the students’ need upon the textbook, (3)
the result of the product tryout, and (4) the final product of theme-based textbook. The data in the exploration stage were obtained by conducting literature
review, document analysis, interview, observation and questionnaire. The finding showed that there is not any specific English textbook for agriculture in teaching English. The content of the material was too general and teaching English is focused on reading and grammar. On the other hand, the teaching and learning process in the class was still lecturer centered.
The finding on analysis of the existing textbook states the existing textbook does not concern closely with the aims English teaching and learning at agriculture faculty. The book is not composed based on agriculture students’ need. The materials, situations, topics, and vocabularies of the book provide general English which are not suited to the teaching and learning situation. The activities in reading, listening, speaking, and writing occur in daily situation and there is no one activity conducted in agriculture context. This book is not printed locally in Indonesia. It makes it difficult to find in general bookstore.
The theme-based textbook was developed by considering several aspects namely; (1) objectives and approaches; (2) design and organization; (3) language content; (4) language skills; (5) topics and (6) methodology. The resulted prototype was validated and reviewed by the content expert and instructional expert. The prototype was tried-out and revised to get the feasible product. The result of observation and Focus Group Discussion involving the researcher, the lecturer, the expert and the students were used to evaluate and to revise the prototype into the final product of theme-based textbook. After going through three trials, it could be concluded that the prototype is feasible to be applied as theme-based textbook for agriculture students.
Keyword: Research and Development, Theme-Based Instruction, textbook, ESP
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MOTTO
Dan perumpamaan-perumpamaan ini Kami buat untuk manusia; dan tiada yang memahaminya kecuali orang-orang yang berilmu. (Al-Ankabut [29:43] ) “ Pura babbara sompekku Pura gucciri gulingku Ulebbirenggi tellengge’ natowalie” (Pappaseng)
Hidup tidak selalu semudah yang kita bayangkan. Akan tetapi hidup juga tidak sesulit yang kita takutkan. Oleh karenanya, berikhtiarlah sekuat daya dan bertawakkallah sekuat hati (Akbar Harisaputra)
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DEDICATION
This thesis is dedicated to my beloved wife, Marwa, AMK, my beloved son,
Aiman Zafran Khairi and my baby to be. Thank you very much for being my
biggest inspiration.
It is also dedicated to my beloved Father AKP (Purn) H. Hasanuddin Abu
Mattalatta. Thank you very much for reminding me about “Iyyanaritu
paddissengengnge, de’ nangka na teppa ri tana”. My beloved mother Hj. Andi
Nurhana. Thank you for being the best mother for your son.
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ACKNOWLEDGMENT
First of all, I would like to thank to Allah SWT for His blessings which
cause this thesis have been completed. I would also like to express my deepest
gratitude to those who have massively contributed to the completion of this thesis:
1. The Rector of Sebelas Maret University.
2. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant and Dr. Ngadiso.,M.Pd.,
the second consultant for their insightful guidance throughout the whole
process of this research.
3. All of my lecturers who have shared their knowledge and especially to Dra.
Dewi Rochsantiningsih, M.Ed., Ph.D my best motivator.
4. The Dean of Agriculture faculty University of 19 November Kolaka for his
permission to conduct this research.
5. Dr. Kabul Budiman, M.Si and Laode Masahu, S.Pd., M.Pd for being my
expert validator.
6. Pakde Bambang Untoro, The couple Faruq and Nurul, and all of my
classmates in Class B English Department of Graduate School of Sebelas
Maret University.
7. The full squad of “Laskar Pajang” (Pak Nurrohim, Bu Wahyu, Mas Okky,
Mbak Nisma, Mbak Imey) thank you for fighting and struggling together.
Finally, I would welcome any sort of criticism and suggestion for further
improvement.
Surakarta,
AH
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TABLE OF CONTENTS
COVER............................................................................... i APPROVAL.......................................................................................................... ii LEGITIMATION.................................................................................................. iii PRONOUNCEMENT............................................................................................ iv ABSTRACT........................................................................................................... v MOTTO ................................................................................................................ vi DEDICATION....................................................................................................... vii ACKNOWLEDGEMENT..................................................................................... viii TABLE OF CONTENTS....................................................................................... ix LIST OF TABLES................................................................................................. xiii LIST OF FIGURES............................................................................................... viv LIST OF APPENDICIES...................................................................................... xv CHAPTER I. INTRODUCTION
A Research Background.............................................................. 1 B Problem Statements................................................................. 8 C Research Objectives................................................................ 9 D Significance of the Research.................................................... 9
1. Theoretically..................................................................... 9 2. Practically......................................................................... 9 a. Lecturer..................................................................... 9
b. Students..................................................................... 10 c. Researcher................................................................. 10 d. Further Research....................................................... 10
CHAPTER II. REVIEW OF THEORIES
A Review of Related Theories.................................................... 11 1. Theme-Based Instruction.................................................. 11
a. Definition of Theme-Based Instruction..................... 11 b. Theme-base as Content Based Instruction................ 13 c. Framework of Theme-Based Instruction................... 15 d. The Advantages of Theme-Based Instruction........... 18
2. English for Specific Purpose............................................ 19 a. Definition of English for Specific Purpose............... 19
b. The Origin of English for Specific Purpose.............. 20 c. Features of ESP Courses.......................................... 22 d. ESP Teachers............................................................. 23
e. Integrated Skills in ESP........................................... 27 1). ESP and Listening............................................ 28
2). ESP and Speaking........................................... 30 3). ESP and Reading............................................. 33 4). ESP and Writing.............................................. 35
3. Textbook........................................................................... 37 a. Definition of Textbook............................................. 38
x
b. Advantage and Disadvantage of textbook................. 39 c. The Role of Textbook in ESP.................................. 41 d. Principles in Designing Theme-Based Textbook for
Agriculture Students................................................. 43
B Review of Related Studies....................................................... 48 C Rationale................................................................................... 50 CHAPTER III. RESEARCH METHODOLOGY
A Research Design....................................................................... 52 B Research Procedure.................................................................. 54
1 Exploration Stage............................................................... 54
a. Purpose of the Research............................................ 54 b. Research Strategy...................................................... 54 c. Setting of the Research.............................................. 55 d. Subject of the Research............................................. 55 e. Data and Data Resources........................................... 56 f. Data Collecting Technique........................................ 56 g. Data Validity............................................................ 56 h. Data Analysis............................................................ 57 i. Output........................................................................ 58
2 Product Development........................................................ 58 a. Purpose of the Research........................................... 58
b. Research Procedure................................................... 59 c. Setting of the Research.............................................. 60 d. Subject of the Research............................................ 60 e. Data and Data Resources........................................... 60 f. Data Collecting Technique........................................ 60 g. Data Validity............................................................ 61 h. Data Analysis........................................................... 62 i. Output....................................................................... 63
CHAPTER IV. THE RESEARCH FINDINGS AND PRODUCT
DEVELOPMENT
A Exploration Stage.................................................................. 64 1 The Analysis of Existing Textbook 67
a. Impressionic Overview............................................. 67 b. In-Depth Analysis Evaluation 68
1). Aims and Approaches...................................... 70 2). Design and Organization.................................. 71 3). Language Contents........................................... 72 4). Topic................................................................. 73 5). Language Skills................................................ 74 6). Methodology.................................................... 77 7). Teacher’s Book................................................ 77 8). Practical Consideration.................................... 78
2 The Analysis of Curriculum and Description of English 81
xi
. Course................................................................................ 3 Need Analysis.................................................................... 85 a. The Analysis of Interview......................................... 86
b. The Analysis of Questionnaire 90 1). Learner Factors................................................. 91
2). Present Situation............................................... 92 3). Teaching Context............................................. 94 4). Target Situation................................................ 96 5). Discourse.......................................................... 99
4 Product Specifications........................................................ 103 a. Objective and Approaches........................................ 105
b. Design and Organization........................................... 106 c. Language Content..................................................... 107 d. Language Skills......................................................... 108 e. Topic.......................................................................... 108 f. Methodology............................................................. 109
B Development Stage.................................................................. 109 1 Prototype Development..................................................... 110
a. Purpose of Prototyping............................................ 110 b. Benefits of Prototyping............................................ 110 c. Prototype Design...................................................... 111
2 Expert Judgement............................................................. 112
a. Objective and Approaches....................................... 114 b. Design and Organization........................................... 115 c. Language Content..................................................... 118 d. Language Skills........................................................ 119 e. Topic.......................................................................... 120 f. Methodology............................................................. 120
3
Tryout of the Prototype..................................................... 121 a. Place.......................................................................... 122 b. Time.......................................................................... 122 c. Participants................................................................ 123 d. Tryout Implementation.............................................. 123
1). The First Tryout (Theme 1)............................. 123
a) First Meeting............................................ 123 b) Second Meeting........................................ 125 c) Evaluation of the First Tryout.................. 126
2). The Second Tryout (Theme 2)......................... 130 a) First Meeting............................................. 131
b) Second Meeting........................................ 131 c) Evaluation of the Second Tryout............. 132
3). The Third Tryout (Theme 3)............................ 136
a) First Meeting............................................. 137 b) Second Meeting........................................ 138 c) Evaluation of the Third Tryout................ 138
4 The Final Product of Theme-Based Textbook for 141
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Agriculture......................................................................... a. Objective and Approaches........................................ 141
b. Design and Organization........................................... 141 c. Language Content..................................................... 150 d. Language Skills......................................................... 150 e. Topic.......................................................................... 151 f. Methodology............................................................. 151
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION
A Conclusion............................................................................... 154 1 The Condition of English Textbook at Agriculture
Faculty................................................................................ 154
2 Developing Theme-Based English Textbook.................... 155 B Implication.............................................................................. 157 1 Lecturer Role...................................................................... 157
2 Students.............................................................................. 157 C Suggestion................................................................................ 157 BIBLIOGRAPHY................................................................................................ 159
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LIST OF TABLES
Page Table 2.1 Sample transitions that provide coherence across topics and
tasks................................................................................................ 17
Table 2.2 The Aspects of Speaking............................................................... 32 Table 2.3 The Aspects of Writing.................................................................. 37 Table 3.1 Subject at the Product development............................................... 60 Table 3.2 Percentage to Draw Conclusion by Maksum in Novitasari........... 63 Table 4.1 The Result in-Depth Analysis Evaluation…………..………………… 69 Table 4.2 Summary of Book Analysis Based on Cunningworth................... 78 Table 4.3 The Specifications of Theme-Based Textbook.............................. 77 Table 4.4 Result of Need Analysis for Learner Factor................................... 91 Table 4.5 Result of Need Analysis for Present Situation............................... 92 Table 4.6 Result of Need Analysis for Teaching Context.............................. 95 Table 4.7 Result of Need Analysis for Target Situation................................ 96 Table 4.8 Result of Need Analysis for Discourse Aspect.............................. 99 Table 4.9 Summary of Need Analysis............................................................ 101 Table 4.10 The Scope and Sequence of Theme-based Textbook..................... 106 Table 4.11 The Topics Related to the Skills.................................................... 108 Table 4.12 Result of Expert Validation............................................................ 113 Table 4.13 Standard of Evaluation................................................................... 113 Table 4.14 The Content of Theme-Based Textbook before Validation……... 114 Table 4.15 The Content of Theme-Based Textbook after Validation……………... 115 Table 4.16 Summary of Expert Validation………………………………………… 121 Table 4.17 Students Response to Implementation of Theme I……………………. 129 Table 4.18 Students Response to Implementation of Theme II…………………… 135 Table 4.19 Students Response to Implementation of Theme III…………………. 140
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LIST OF FIGURES
Page Figure 3.1 Data Validity on Exploration Stage……………………………... 57 Figure 3.2 Data Validity on Product Development………………………... 62 Figure 3.3 Formulation of Descriptive Percentage Technique……………… 63 Figure 4.1 The Contents of Cutting Edge Intermediate…………………………… 71 Figure 4.2 The Cover of Essential English Grammar in Use……………………… 72 Figure 4.3 The Language Contents of Cutting Edge Intermediate……………...… 73 Figure 4.4 The Topics of Cutting Edge Intermediate……….……………………. 74 Figure 4.5 The Listening Practice of Cutting Edge Intermediate………………… 75 Figure 4.6 The Speaking Practice of Cutting Edge Intermediate…………………. 75 Figure 4.7 Reading Activity on Cutting Edge Intermediate………………………. 76 Figure 4.8 Writing Activity on Cutting Edge Intermediate……………………….. 77 Figure 4.9 Description of Curriculum at Agriculture Faculty…………………….. 82 Figure 4.10 Description of English Course at Agriculture Faculty………………… 84 Figure 4.11 Sample of Them Web: Food in Scott………………………………….. 105 Figure 4.12 Theme I Web: Agriculture and Economy……………………………... 111 Figure 4.13 Theme II Web: Animal Products……………………………………… 112 Figure 4.14 Theme III Web: Fishery……………………………………………….. 112 Figure 4.15 Revision of the Cover.............................................................................. 116 Figure 4.16 Revision of the Teaching Material.......................................................... 117 Figure 4.17 Revision of Draft Organization............................................................... 117 Figure 4.18 Revision of Draft Illustration.................................................................. 118 Figure 4.19 Revision of Listening in Try-out I.................................................. 130 Figure 4.20 Revision of Vocabulary in Try-out II..................................................... 136 Figure 4.21 The Design of the Final Cover Proposed by Publisher.................. 142 Figure 4.22 The Design Front and Back Cover................................................ 142 Figure 4.23 The “Get Started” Features of Agriculture around the Globe...... 143 Figure 4.24 The “Let’s Read” Features of Agriculture around the Globe........ 144 Figure 4.25 The “Let’s Check” Features of Agriculture around the Globe...... 145 Figure 4.26 The “Get Set” Features of Agriculture around the Globe............. 146 Figure 4.27 The “Listen Carefully” Features of Agriculture around the Globe 146 Figure 4.28 The “Test Your Comprehension” Features of Agriculture around
the Globe....................................................................................... 147
Figure 4.29 The “Language at Field” Features of Agriculture around the
Globe............................................................................................. 148
Figure 4.30 The “Let’s Speak” Features of Agriculture around the Globe....... 148 Figure 4.31 The “Let’s Write” Features of Agriculture around the Globe........ 149 Figure 4.32 The “Just Relax” Features of Agriculture around the Globe........ 149
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LIST OF APPENDICES
Page Appendix 1. Exploration Stage a. Field Note 1 : The Result of Interview about the Policy of Teaching
English at Agriculture Faculty ………………………. 167
b. Field Note 2 : The Result of Interview about the use of English Textbook in teaching English at Agriculture Faculty..
171
c. Field Note 3 : The Result of Interview upon the Teaching of English, The teaching material used and the Need Analysis……………………………………………….
178
d. Field Note 4 : The Result of Interview upon the Teaching of English, The teaching material used and the Need Analysis……………………………………………….
182
Appendix 2. Questionnaire about the Quality of the Existing Teaching Material…… 185 Appendix 3. Blue Print of the Questionnaire on Need Analysis……………………… 187
Appendix 4. Expert Validation a. Field Note 5 : The Result of Expert Validation 1 (Content Expert)… 198 b. Field Note 6 : The Result of Expert Validation 2 (Instructional
Expert)………………………………………………... 202
Appendix 5. Development Phase a. Field Note 7 : Classroom Observation of Tryout I………………….. 206 b. Field Note 8 : Focus Group Discussion Tryout I…………………… 209 c. Field Note 9 : The Result of Interview upon Implementation of
Tryout I(the lecturer)…………………………………. 211
d. Field Note 10 : The Result of Interview upon Implementation of Tryout I(the student)………………………………….
213
e. Field Note 11 : Classroom Observation of Tryout II…………………. 215 f. Field Note 12 : The Result of Focus Group Discussion upon
Implementation of Tryout II…………………………. 218
g. Field Note 13 : The Result of Interview upon Implementation of Tryout II(the lecturer)………………………………
220
h. Field Note 14 : The Result of Interview upon Implementation of Tryout II(the student)………………………………
222
i. Field Note 15 : Classroom Observation of Tryout III………………. 224 j. Field Note 16 : Focus Group Discussion Tryout III………………….. 226 k. Field Note 17 : The Result of Interview upon Implementation of
Tryout III……………………………………………... 228
Appendix 6. Questionnaire about the Quality of Theme-Based English Textbook 232 Appendix 7. The Note on Expert Validation…………………...………………….. 225 Appendix 8. The Result of Questionnaire about The Existing English Teaching
Material................................................................................................ 240
Appendix 9. The Result of Questionnaire upon the Students’ Need 242 Appendix 10. The Result of Questionnaire on Tryout I............................................ 253 Appendix 11. The Result of Questionnaire Tryout II .............................................. 254
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Appendix 12. The Result of Questionnaire Tryout III ............................................. 255 Appendix 13. The Prototype..................................................................................... 256 Appendix 14. The Final Product............................................................................... 289