1.1.
Background of The Study
One of the components determining the success of a language
instructional process in classrooms is materials. Materials are a tool and
guidance to teach and learn, they could be textbooks, workbook or photocopied
exercises, videos, CD-Roms, and also newspaper, live talks with the native
speakers, and internet. In other words materials are everything which is used
both by teachers and students in order to facilitate the teaching and learning
process. Materials could be defined as what teachers use in the classroom to
achieve the goals of the course.
English materials are important in language instruction and also an
important resource for teachers in assisting students to learn English. It
means materials give more benefits for both teachers and students. Teachers can
gain kinds of professional development through materials; 1)knowledge development, their knowledge is
improve because they get something new, 2)
English skill development , their four English skills is improve because they
often train and practice them, and 3)teaching
strategies, they analyze what appropriate strategies could be used when present
the materials. For students, materials can motivate them to become autonomous
learners, and to support them for continuing to learn outside of the classroom.
As Allwright (1990)[1] said that materials should
teach students to learn, that they should be resource for ideas and activities
for instruction or learning, and that they should give teachers rationales for
what they do.
Materials are the center of
instruction, it can be seen in many cases teachers and students rely greatly on
materials, and materials determine the components and methods of learning, that
is, they control the content, methods, and procedures of learning and students
learn what is presented in the materials. Furthermore, Hutchinson and Torres
(1994)[2] highlights some advantages
of materials (textbook), they could become a vehicle for teacher and students
in the teaching and learning process, they facilitate the classroom management,
and they could become an agent for change, it means they could facilitate
teachers with a clear objectives of what the change will look like and a clear
practical guidance on how to apply it in the classroom.
The writer will design
English materials for the students of Immigration Academy, and the material
that is appropriate to them is English for Occupational Purposes as the branch
of the English for Specific Purposes. Immigration
Academy (AIM) is an institution belongs to the Department of Law and Human
Right. It recruits the students to become Immigration officers, they will work
in the Immigration checkpoints, airports, seaports, and also Immigration
offices where they take the responsibilities of people, both Indonesian
citizens and foreigners who want to enter and exit the territory of
Indonesia. Therefore, they are hoped to
be more prepared and capable officers in dealing with immigration.
As the Immigration officers and also
known as a border security who are front liner often face the passengers from
other countries, they are hoped to use English as the International language frequently,
and communicate in English very well. Moreover, based on the Curriculum of
Immigration Academy (AIM), it is said that the aim of teaching English for the
students of AIM is to develop students’ speaking ability in order to
communicate English well.
Speaking skill as one of four
English skills is the crucial one for the students of Immigration Academy to possess.
Speaking is the skill that the students will be
judged upon most in real-life situation. It is an important part of everyday interaction
and most often the first impression of a person is based on his/her ability to speak
fluently and comprehensibly.
Therefore, teachers of English at Immigration
Academy have a responsibility to prepare the students as much as possible to be
able to speak English in the real world outside the classroom. Speaking is a
skill, just like swimming, driving a car, or playing badminton. It needs more
practice to master it. In
developing the students’ speaking proficiency, conversation practice is probably
the most reliable route to true communication. People learn a new language
because they want to speak it, and it is rare for people who study another
language not to have a desire to speak it.
Based on the explanation above, the
writer is interested in Designing English Material for the students of
Immigration Academy, and the writer focuses on the material that will improve
students’ speaking ability. The writer with her experiences assumes that she is
able in designing the materials for students of Immigration Academy, as Crawford
(2008)[3] suggests that the
materials writer should be familiar with the learning and teaching context and
the best writers are almost certainly practicing teachers.
1.2.
Identification of The Problem
As English for
Specific Purposes teacher in the Immigration Academy, the writer usually find
herself involved in materials design is crucial. Most of materials delivered
are teacher’s made which are adapted from English textbooks, Internet, and
magazines that are not relevant to the students’ need.
The basic problem is that the ESP/EOP teachers, who also
happens to be the syllabus designers and responsible for the teaching materials and
evaluation, are not specialist in the specific area (in this case - immigration),
consequently they are not capable of deciding by themselves what topics to
include in the syllabus, how to arrange the topics in the most suitable order,
what teaching materials to select, how to adapt
texts so that the most important information in terms of subject matter
will remain. These
observable facts become the writer’s starting point to design English material
for the students of Immigration Academy.
1.3.
Research
Questions
From the background and
identification of the problem above, the writer formulates the statement of the
problem as follows:
1.
What
are the principles of material design in Language teaching?
2.
What
are the principles of speaking in foreign language?
3.
What
are the students of Immigration Academy’s needs in learning English through needs
analysis?
4.
How
to design speaking material for the students of Immigration Academy?
1.4.
Objective of the Study
The main objectives of this study
are as follows:
1.
To
identify the principles of material design in language teaching.
2.
To
identify the principles of speaking in foreign language.
3.
To
identify the students’ needs in learning English through needs analysis.
4.
To describe
the speaking material for the 1st year students of Immigration
Academy.
5.
To
apply the material for the the 1st year students of Immigration
Academy.
1.5.
Significance of the Study
There are two kinds of contribution in this study, theoretical and
practical contributions. Theoretical contribution means the research results
are capable of responding to the existing and related theory. The results of
the study have supported the theoretical insight concerning designing EOP
material.
Practical contribution means the
research findings can be related to and applied in practical use. Therefore,
practically, the results are believed to be capable of:
1.
Supporting
the teaching and learning process in English class in EOP context.
2.
Providing
the teacher and the learners with materials designed.
3.
Delivering
materials that meet learners’ need to the 1st year students of
Immigration Academy.
4.
Assisting
the previous students who had graduated to use EOP in their workplace.
5.
Providing
the Institution (Immigration Academy) with more facilitative and supportive
means of achieving its learning development.
6.
Supporting
the theoretical insight concerning designing EOP material.
7.
Providing
the first English material for Immigration In Indonesia.
1.6.
Scope and Limitation of the Study
This study deals with the role of designing material for 1st
year students of Immigration Academy on oral English course in the ESP/EOP context.
In order to corroborate to the stated objectives and problems, the limitation
of the study are as follows:
1.
The
material that will be designed is dealt with Immigration terminology.
2.
The
material design that is dealt with involves only oral language. Therefore, the
emphasis is only in a speaking skill.
3.
The
subjects of the study are the 1st year students of Immigration
Academy in the year 2010.
1.7.
Definitions of The Terms
The title of this study is “Designing
EOP Material for 1st Year Students of Immigration Academy Jakarta”. There are several terms that needed to be clearly
defined in order to avoid misunderstanding and ambiguity in the title above. This
study clarifies and specifies each terms as follows:
1. Materials:
Materials
are defined as anything which is used to help to teach language learners.
2. EOP:
EOP
stands for English for Occupational Purposes.
3. Immigration:
Immigration
refers to Immigration Act no.9 year 1994, the movement of people who want to
enter and exit the territory of Indonesia.
1.8.
Thesis
Organization
This thesis will be organized into five chapters. Chapter one is general
introduction which relates to the backgrounds of the study. Chapter Two
discusses the related literature review and the theoretical framework of the
study. Chapter Three delivers research problems, data collections and
instruments used in doing the study. Chapter Four presents data and analysis of
data of the study. Finally, Chapter Five presents conclusions drawn from the
previous chapters and offer some suggestions.
[1] Allwright, R.
L. (1990). What do we want teaching materials for? In R. Rossner and R.
Bolitho, (Eds.), Currents in language teaching. Oxford University Press.
In
Jack.C.Richard and Willy A Renandya (eds). Methodology in Language Teaching.
New York: Cambridge University Press. 80-88
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