DEVELOPING ENGLISH READING OF REPORT TEXT FOR

STUDENTS GRADE XI OF CULINARY STUDY PROGRAM

AT SMKN 10 MEDAN

*Eva Yunia

** Neni Afrida Sari Harahap

**Rafika Dewi Nasution

ABSTRACT

This study aims to design English reading materials needed for students at SMKN
10 Medan and develop English reading materials for students at SMKN 10
Medan. The research was conducted by Research and Development (R & D)
design through six phases; gathering information and data, analyzing data,
designing new materials, validating by experts, revising, and final product. It was
conducted at SMKN 10 Medan, especially grade XI. The data were gathered by
administering interview to English teacher and distributing questionnaire to 32
students to get the students’ needs. The interview and questionnaire results prove
that the students need English reading materials which contain the appropriate
knowledge or topic with the BSNP (Badan Standar Nasional Pendidikan),
syllabus, and students’ level. Thus, developing materials are report text. The
report texts expose the texts about food and culinary spot which are adjacent with
students’ life. The products have been validated by experts.The average scores are
87,5%, from English lecturer 4.0 or 81% and 4,8 or 94 % from English teacher.
It means the developing materials categorized as relevant or appropriate for
students at SMKN 10 Medan grade XI.

Key words: Research and Development (R & D), Reading Materials, Vocational
School, Culinary Study Program

*Graduate Status
**Lecturer Status

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 INTRODUCTION

Background of the Study

English as one of the subjects taught in school, from elementary to college

level and even it becomes one of the subjects examined in national examination.In

working field, many people learn English to communicate actively and to fulfil

competence demanded by companies or some certain jobs. Learning English is

important, especially for those who are going to face the real working field right

after graduating from schools, in this case is, vocational high school students.

English 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

to comprehend (listening and reading) the language and produce (speaking and

writing) the language. In teaching the language, between comprehending the

languages as well as producing the language are exactly having a relationship.

Before producing the language, students need to have some vocabularies; those

vocabularies are gotten by the process of comprehending the language. For

example, by having an activity of reading or listening, students will get an input

data of what they have to express in term of writing or speaking. 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 to get information,

knowledge, and science.Grabe &Stoller (2002:9) elaborate that reading is a way

to draw information from printed page and interpret the information appropriately.

Meaning that the students will find out the information from the text effeciently.

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 Tom Hutchinson and Water (1987:8) says that learners were seen to have

different needs and interests, which would have an important influence on their

motivation to learn and the effectiveness of their learning. English is needed by a

particular group of learners could be identified by analysing the linguistic

characteristics of their specialist area work or study we can conclude that English

is also used for the specific purposes.

As an international language, English is needed for many specific purposes;

that is why there is a term of ESP (English for Specific Purpose). The

specification of English use will help learners to master English as well as what

they need in term of specific purpose that they have. In education ESP needs to be

applied. Based on Hutchinson’s and Water’s theories, English for Specific

Purposes (ESP) is a way of teaching and learning English for specialized subjects

with some specific vocational or educational purpose in mind. It means that

teaching English in Vocational School or other vocational institutions, teachers

should take notice of designing teaching materials based on students’ needs

related to the vocations that the students focus on.

In addition, Vocational school, especially the culinary art study program

becomes one of study programs in demand by the students (www.republika.co.id).

Culinary is study program where the students able to process the food and

beverage with good. Besides being able to cook, students culinary art should be

able to report the some food from another country and the taste of the food or

beverage served which have been explained in Standard Operational Procedure

for Food and Beverage Department (Ekawatiningsih, 2008). This achievement

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can be assisted through the reading text materials used by students in school. If

the reading material used in schools is relevant with the students’ vocation,

Culinary, the students will be easier to apply this skill in reality.

In reality, the needs of materials for vocational high school are still neglected.

Materials for vocational school are not appropriate enough in terms ofthe content,

the vocabulary, the topics, and so on. The fact shows that in their books “

BukuBahasaInggris “ published by PusatKurikulumdanPerbukuanBalitbang,

Kemendikbud in 2014 learning English specifically in reading texts is not related

to their study program, reading materials needed there must be appropriate for the

students.

Based on the writer’s observation at SMKN 10 Medan, it was found that their

reading materials are totally irrelevant with their study program especially in

reporttext,the texts are not suitable for the students in Cullinary Study Program.

For example, the books they use in the school do not contain technical terms

related to culinary study program in SMKN 10 Medan and the topics are general

for them.

The data above shows that the material is generally the same with senior high

school eventhough what they need is different. In their books the report text

material is about “Cheetah”. The students were asked to report some animals.

Actually , the students having vocation of culinary need to study English to

support their vocation, but the English should be specialized. They

use“BukuBahasaInggris” published by Pusat Kurikulum dan Perbukuan,

Balitbang, Kemendikbud, in 2014. There is no material in their books which are

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representatives to their needs about culinary. Specifically in reading material,

there are no even materials which are representative to culinary. The material

should be relevant to the specific purpose that they have , for example the students

are also asked to report a food or a restaurant that is famous in one country, like

food which is the most favorite food, and they can also report a famous chef in the

world, and etc. So that, the students get more understanding about culinary not

only how to process the food and beverage with good but know all the

information about culinary.

From the preliminary data above, this is the opportunity for researcher to

make new reading material. Based on the problems that have been described in

this chapter, this can be effectively develop the students’ competence as reader

because it is develop based on the the students’ need. It is very important to

develop English reading materials of report text for students grade XI of culinary

study program at SMKN 10 Medan .

REVIEW OF LITERATURE

Reading is a complex cognitive process in which a reader decodes the

symbols or printed message into sounds (Grabe & Stoller,2002). Reading begins

with the decoding letters, letters groups and the sounding out of words and then the

learners begin to read the words, sentences, pictures books, short stories and other

text.Nunan (2003:63) stated that reading is a fluent process of readers combining

information from a text and their own background knowledge to build meaning.

According to Hutchinson’s and Walters’s theories (1987), English for

specific purpose (ESP) is a way of teaching learning English for specialized

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subjects with specific vocational school and educational purposes. There are

different needs for different purpose in learning English, for example: English for

Office Administration, English for Agriculture, English for Aviation, English for

Secretaries, English for Computer and Engineering and others.

a. Need Analysis

(Hutchinson & Water, 1986), needs is the ability to comprehend and

produce and linguistics features of the target situation. Needs is the thing which is

make English for Specific Purposes (ESP) different with English for General

Purposes EGP). Because the nature of ESP, the course is based on anlyzing the

needs of the learner before designing a course for students. To analyze the

students’ need ESP is divided into target needs ( what the learner needs to do in

the target situation) and learning needs ( what the learner needs to do in order to

lerarn).

1. Target needs

a. Necessities:Hutchinson and Waters (1987: 63) say that necessities are

what the learners have to know in order to function effectively in the

target situation.

b. Lacks : the gap between the two can referred to as the learner’s lacks

(Hutchinson, Water and Breen ,1997)

c. Wants : the point of view of the learners about what their needs.

2. Learning needs

Target situation is like a destination of the learners, while learning

needs are the routes of reaching the destination. It covers the condition

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 of the learning situation , existing knowledge, skills , strategies and the

learners’ motivation.

Course design is the process by which the raw data about a learning need

is interpreted in order to produce an integrated series of teaching-learning

experiences, whose ultimately aim is to lead the learners to particular state of

knowledge (Hutchinson & Waters, 986). The course designs that student of

multimedia program at vocational school need absolutely different with their

major. They need to master some multimedia subjects based on their major. Thus,

the researcher needs to make the appropriate course design.

a. Syllabus

Syllabus is a document which contains guideline about standard of

competences, basic competence, teaching materials, activities in teaching process,

indicators of teaching the goal of teaching- learning process,evaluation, time

allocation, and sources of teaching materials in teaching- learning process

b. Materials Design

Materials should be selected and modified according to actual needs in the

region and specifically in the classroom. Some principles a course designer has to

consider in the writing of the materials are (Hutchinson and Waters in

McGrath:1987)

c. Materials Development

Materials development refers to all the processes made use of by

practitioners who produce and/or use materials for language learning, including

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materials evaluation, their adaptation, design, production, exploitation and

research (Tomlinsonin Mishan, 2012).

RESEARCH METHODOLOGY

In conducting this research, this research was conducted based on

Research and Development method (R & D). R & D is one of research design

aimed to develop and validate educational products, such as: curriculum, syllabus,

textbooks, instructional media, modules, assessment instrument, etc. (Borg &

Gall, 2003:569).This developmental research consist of six stages, as mentioned

below:

1. Gathering information and data

2. Analyzing data

3. Designing new materials

4. Validating new materials by experts

5. Revising reading materials

6. Final product

The subject of research was Students of Culinary Study Program in Grade XI

at SMKN 10 Medan. The data of the research were collected through the analysis

of questionnaire and interview and documents, such as; syllabus, lesson plan and

textbook. The questionnaire was administrated to get the data of the students and

the interview was administrated to teacher to find the accurate data from the

teachers about the students’ needs especially in procedure text in reading

comprehension. The data used in this study were: Questionnaire,Interview and

Documents ( Existing Material, Syllabus,Lesson Plan).

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 Techniques of Analysis Data

The data of this study was the need for students of multimedia program

at SMKN 10 Medan. The data will be analyzed by getting the solution of the

students ‘problem and the appropriate English reading materials particularly

procedure text. The data was analyzed as follows:Analyzing students’ needs by

using questionnaire and interview. The questionnaire was administrated to the

students and interview was administrated to the teachers. The data was needed to

evaluate the reading materials based on the students ‘needs of English reading

materials. Analyzing all the documents by the researcher. Then the researcher

develops the relevant reading materials based on needs analysis , particularly

procedure text

DATA ANALYSIS AND RESEARCH FINDINGS

Data Analysis:

The results of data analysis are presented. The data was collected and The

fundamental goal achieved in this study are the students need the appropriate

reading materials and developing the reading materials particularly report text for

Grade XI Students of Culinary Study Program.

1. Gathering Information and Data: (Existing materials, Syllabus and Lesson

Plan)

2. Analyzing Data

Table 4.1 interview Analysis

No. Questions Answers

1. What textbook is used by the They used English textbook
students of culinary study published by the Ministery of
program in learning English ? Education and Culture “Bahasa
Inggris – SMA/MA/SMK/MAK

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 Kelas XI Semester 2, Kurikulum
2013”
2. Does the school provide any No, the school does not provide
English textbook specified for text book for each major, the
students culinary study program school only used English
? textbook from from the Ministery
of Education dan Culture.
3. Mention the examples of report It’s about Cheetahs, Solar System
text ( the titles of report text ) and Tsunami
that exsist in the textbook, do the
examples of report text relate to
their major of culinary study
program ?
4. Are students able to understand Some students are able to
the texts that contained in the understand the text well and some
provided English textbooks? can not.

5. What are their difficulties in They are lacks of vocabulary, so

understanding the text? that they difficult to undertstand
the text.
6. What do you do to make students I asked them to bring a dictionary
undertand the text in the textbook to school. So they can find their
? own vocabulary that they do not
know. Sometimes I also create
text related to their majors.

7. In your opinion, whether it Yes , they needed. So that

necessary to develop report text students get new knowledge and
related to the students of culinary information and they will more
study program ? easily understand the lesson.

Research Findings:

Table 4.2 Students’ Responses to the Existing Report Text Materials

As culinary study
Report program students, Are those report texts
No. Texts do you need those related to your major ?
report texts?
Needed Unnedded Related Unrelated
1. Cheetahs 3 29 - 32
Solar 2 30 - 32
2.
System
3. Tsunami 5 27 - 32

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 3. Designing New Reading Materials

Table 4.4 Developed Procedure Texts

No. Existing Report Texts No. Developed Report Texts

1. Earthquakes 1. New York café
2. Cheethas 2. Tempe
3. Tsunami 3. Sate Padang

4. Validating by the Experts

Table 4.5 English Lecturer’s Validation Score

The Number of Maximum

No. Criteria Score
Criteria Score

1. Linguistic 7 35 27

2. Process 5 25 21

3. Product and 9 45 33
Content

4. Layout 7 35 33

Total 28 140 114

114 118
Average = = 4.0 percentage = x 100% = 81 %
28 140

The average score of validation from the validator was 4.0 % or 81 % and it

was categorized as relevan. Thus, the developed reading materials were valid and

appropriate to be used as learning materials for students of Culinary Study

Program in Grade XI.

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 5. Final Product

NEW YORK CAFÉ

The New York Café has lived through many eras, political systems and
historical turning points. Still, it has always been reborn, sparkling and occupied
by those who longed for its comforts: artists, members of the nobility and
commoners alike. The Boscolo Group has reconstructed it in a way which reflects
the tendency to regain its old patina and reputation ranking it as the “Most
Beautiful Coffee House in the World”.
At the turn of the 20th century the New York Café (New York Kávéház) was
the most beautiful and the most beloved coffee house in Budapest. It was a
popular place among writers and editors, in fact, the most influential newspapers
were edited here, upstairs in the gallery. After World War II, the once famous café
fell into disrepair and it served as a sporting goods shop. Although the café
reopened in 1954, under the name of Hungária, it wasn't until 2006 that the New
York Café was restored to its original splendor.
Today, the New york Palace, built in eclectic Italian Renaissance-style and
opened on October 23rd 1894, gives home to the New York Palace Boscolo
Hotel. The café, along with a restaurant and the Nyugat -bar are now part of the
hotel. The menu recalls the multicultural cuisine of the Austro-Hungarian
Monarchy. Classic dishes like Beef Goulash, Fishermen Soup, Chicken Leg
Paprikash-style, Wiener Schnitzel and Grilled Foie Gras are served along with
famous desserts such as Dobos, Sacher and Eszterházy cake.
So if we come to have lunch or dinner to New York Café , what’s more
innovative taste are the creations of Chef Andrass Wolf. The meals and the dishes
were originally designed for the writers, artist, and people who had a small budget
but a great taste and even greater prestige.

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 CONCLUSIONS AND SUGGESTIONS
Conclusions

Based on the need analysis from the questionnaire and the interview, it was

concluded that the students of culinary study program in Grade XI at SMKN 10

Medan need the appropriate reading materials particularly report text about “

Tempe, New York Café, Sate Padang ” in order to increase their knowledge about

the use of multimedia equipment and also can support their job in the future.

The new reading materials were developed by using six phases of Research

and Developmental (R & D), they were; 1) Gathrering Information and data, 2)

Analyzing Data, 3) Designing Materials, 4) Validating by Experts, 5) Revisng,

and 6) Final Product. The materials were developed based on the data of the

students’ needs analysis the questionnaire , the analysis of interview from the

English teachers and the existing materials.

Suggestions

From the conclusion above, in this study would like to give some

suggestion fro the teacher, the students and the institution:

1. Teacher

Teachers should consider the students’ needs to choose the learning

materials. The learning process can be successful if the reading materials

were useful for their daily life and learning environment. The teacher

should use the appropriate teaching materials based on the specific

vocation which is had by the students.

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 2. Institution

The institution should supervise the teachers and ensure them that the

reading materials supported the teaching and learning process. The

institution also should find the books which match to the students’ needs.

The number of references of English reading materials had to be increased

to ease the students learning English.

3. Other Researchers

Other researchers should find many references to support in developing

reading materials. The questions in questionnaire should be considered to

give the students’ chance to deliver their wants in learning english

specifically in reading skill

REFERENCES

Borg, W.R and Gall, M.D. 1985. Educational Research An Introduction. New
York: Longman

BSNP. 2006. Standar Kompetensi dan Kompetensi Dasar SMK/MAK. Jakarta:

Badan Standar Nasional Pendidikan.

Grabe & L. S. 2002. Teaching and Researching Reading. Great Britain: Pearson
Education

Hutchinson, T and Waters, A. 1987.English for Specific Purposes.Cambridge:

Cambridge University Press.

Harsono, Y.M. 2007. Developing Learning Materials for Specific Purposes.

TEFLIN, Journal. Vol. 18.

Kabilan, M.K and Seng, M.K. 2010.Reader-Text Transiction in Text

Comprehension.GemaOnlineTMJournal of Language Studies 127, Volume
10(3).

Kitao, K. 2007. Selecting and Developing Teaching/Learning Materials. The

Internet TESL Journal, Volume 4(6), 4-6.

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Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi
Publisher.

Richards, Jack C. 2001. Curriculum Development in Language Teaching.

Cambridge: Cambridge University Press.

Septiani, Femy. 2013. Developing Reading Text Materials for Vocational School.
Medan : State University of Medan.

Tomlinson, B. 2003. Developing Materials for Language Teaching. London:

Continuum

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