Professional Documents
Culture Documents
Lecturer:
Group Name:
BRAWIJAYA UNIVERSITY
2014
CHAPTER I
INTRODUCTION
1.1 Background
Need analysis may take place in the beginning, during or after language
program. In doing need analysis researchers need to collect many information
from the students, teacher and the school facilities to know their needs in
learning English for specific purposes related with their program.
1.2 Setting
This observation is conducted through a video in SMK Ardjuna 01 Malang
which is located at Jl. R. Tumenggung Soeryo 27 Malang Jawa Timur.We
observed in XI class of Office Administrative Program which is consist of 16
students and one teacher. All the students are girls.
1.3 Objective
The aims of the observation a need analysis are to collect the information
about the need of vocational students, especially secretary students. And to know
the method that used by the teacher in teaching English for Specific Purposes.
1.4 Significance
This observation is useful for all people especially researcher or future teacher
to get better comprehension in Need Analysis to deal with material development.
School can improve their facilities based on students need to make easy in
learning English for Specific Purposes.
CHAPTER II
Procedures used in situation analysis are similar to those involves in need analysis
(a) consultation with representatives o as many relevant such as teacher. (b) study
and analysis of teaching material. (c) observation of teachers and students in
relevant learning setting. (d) surveys of opinions of relevant parties. (e) review of
available literature.
The kinds of factors that can have an impact on the success of a curriculum
change like societal factors, project factors, Institutional factors, teacher factors,
learner factors, adoption factors.
The goal of situational Analysis is to identify key factors that might positively or
negatively affect the implementation of a curriculum plan. This is sometimes
known as a SWOT analysis because it involve an examination of a language
programs internal streghts and weaknesses in addition to external opportunities
and threats to the existence or successful operation of the language program
(Klinghammer, 1997,65).
CHAPTER III
METHOD
3.1 Method
The methods that we use in this observation in order to collect information needs
analysis of Office Administrative Program are:
1. Questionnaires
Questionnaires is a set of structured items (in which the respondent
chooses from limited number of responses. Here, we give students a
questionnaire to know their difficulties related with English language
skills.
2. Interview
According to Dr. S. M. Amunuzzaman, Interview is a very systematic
method by which a person enters deeply into the life of even a stranger and
can bring out needed information and data for the research purpose. In this
observation the respondent of interview are students and teacher. We
interviewed the teacher to know their method in teaching and interview
about the students motivation in the classroom. We also interview
students about their level language proficiency whether if they can catch
the material easily or not to measure their language proficiency.
3. Observation
Observation is done to observe learner behavior in a target situation to
assess their needs. In this observation we used rubric to collect the data.
We observed the students motivation in learning English in classroom if
the students have active participation in the classroom or not. We also
observed The book that used by students in Learning English for Specific
Purposes and to know what kind of facilities that established by the school
that support teaching and learning activities.
CHAPTER IV
DISCUSSION
RESULT AND DISCUSSION
4.1 RESULT
4.1.1 Teacher Method (Classroom Observation)
From the observation we got that student divide 2x 45 minutes into three main
cores:
3. Teacher divides them into 4 group. One group consists three student
4. Teacher gives oral dictation students some question in Bahasa Indonesia and ask
them to translate in English.
5. Teacher asks the representatif from each group to come forward and write the
answer in laptop
6. Teacher uses online question from web to present more exercise by LCD
Projector and then asks random students to come forward to answer the question
by clicking a choice on the laptop
Closing (5 minutes)
1. Kalau tadi malam kamu datang ke pestaku kamu akan bertemu dengan Justin
Bieber (IF CLAUSE Type 2)
2. Kita akan mengadakan kemah di Pulau Sempu jika kita punya uang (IF CLAUSE
Type 1)
3. Aku akan membantu membersihkan kamarmu. Jika kamu memberiku sepeda
motor (IF CLAUSE Type 1)
4. Seandainya aku sudah lulus dari SMK aku pasti akan sudah kuliah (If Clause
Type 3)
4.1.2 Students Motivation (Rubric)
Most of students think that English is a kind of hard subject, for a host of
reasons, Reading becomes very hard because of unusual pronounciation. But
in other side students think that reading makes English become easy if they
read English in silent way.
From interview with teacher comes out the information that vocational
students are not really focus in English and thinks that English is not really
important for their future job. The student are lack in vocabulary also less in
grammar, because of some factors, their previous knowledge, lack of
motivation, fossilization,
- Classroom Facilities
Keterangan
I Fasilitas Kelas V X
Jumlah Kondisi
1. Papan tulis 2 Baik
2. Kipas angin 2 Baik
4. Meja guru dan murid 25 Baik
4. Kursi guru dan murid 25 Baik
5. Jam dinding 1 Baik
- Language Laboratory Facilities
Keterangan
II Fasilitas Lab bahasa V X
Jumlah Kondisi
1. VCD Player 1 Baik
2. Speaker 2 Baik
3. Papan Tulis 1 Baik
4. Papan 1 Baik
Pengumuman
4. Jam dinding 2 Baik
5. Keranjang sampah 1 Baik
6. Materi listening Baik
7. Meja guru 1 Baik
8. Kursi guru 1 Baik
9. Meja siswa 30 Baik
10. Kursi siswa 30 Baik
4.2 DISCUSSION
From the step of teaching that shown we can see obviously that teacher
uses Grammar Translation Method as Method of Teaching. In the teacher teach
about grammar and asks students to translate some sentences in their native
languange becomes English. Teacher delivers material with native languange and
it deals with Grammar Translation Method.
The strenghts of using this method is: Student will they are often able to
read and write Englishsometimes better than native speakers. Students also very
good in grammar domain
Here, extrinsic motivation also has a big role, teacher, school, family and
environment because intrinsic motivation is not only deteminer of succesfull
learning, positive feedbacck in the class that students perceive as a boost to their
feeling of competence and self-determination. So, for example sincerely delivered
positive feedback in a classroom, seen by student as a validation of their own
personal autonomy, critical thinking ability, self-fullfilment can increase or
maintain instrinsic motivation.
Students are less motivated in answering teachers question not all
students answer teachers question. In active participation there just a view
students active asking question when they are not understand with the material
that given by the teacher in that meeting. The students in the classroom do not
speak English they always use Indonesian language although there are in English
classroom. They are not usual using English conversation in English class. For the
take attendance all of students attend the class. In that meeting students do their
assessment from teacher in a group. They are not lazy doing their task in the
classroom. The learners perform the task because it is fun, interesting, useful and
challenging.
There are some factors that make English becomes difficult and affect
students proficiency. First, Cultural differences can be a source of
misunderstanding for teacher and students. Each culture expresses itself in both
verbal and non-verbal forms of communication. Cultural cues in one culture may
represent something entirely different in another. For example, in Western
cultures, when a student smiles knowingly at the teacher, it often indicates
understanding. However, in many Asian cultures, it actually indicates confusion
or frustration.
Second, Native Language - student's fluency in his or her first language
directly impacts his or her acquisition of English. Also important are the
proximity of speech sounds for oral communication and whether or not the first
language uses Roman letters for written communication. Comparation between
Native Languange vs Target Language that we call Positive Transfer and Negative
Transfer. The transfer becomes Positive if we can find a lot of similarity between
Native language and Target Language and vice versa it becomes if there a lot of
differentiation between them, like grammar, pronounciation, and culture. That is
way we have found in classroom observation that students feel unconfident
showing their English in front of their teacher, because they lack of vobaulary and
afraid of making mispronounciation when speak English
The English book that used by teacher and students is curriculum 2013
book published by government. The book contains skills like reading, writing, and
speaking. The material in the book is for integrated skills work but in this book
there is no listening material because there is no cassette given for listening
session. The book is good for spoken English because many dialogues are given
in the book so students will learn how to make a good conversation in English and
the dialogue well design for real life interaction. The vocabulary in the book are
too general and difficult for vocational high students and not specific for secretary
program. The topics in the book are not specific for vocational students and the
task that given related with the topic. About the games, the teacher can create a
game to make teaching and learning become more interesting and students can
grab the material easily. The teacher said that the English book, curriculum 2006
book is better than curriculum 2013 book because the book is more appropriate
for vocational high school students and the curriculum 2013 book the English
book is used by senior high and vocational high students so there are no
differences. In the book the vocabulary is difficult for secretary students because
in that school the language proficiency of students is beginner. So for the teacher
who teaches English for specific purposes have to teach vocabulary related with
the program of the students. Based on (Richard, 2001), in some institutions
textbook are the core of the curriculum and all teachers must use the prescribed
text. So here the school use book from the Government with a new Curriculum a
Curriculum 2013.
CHAPTER V
5.1 Conclusion
From the observation we got a lot of knowledge, how to treat vocational student
with all of the obstacles in education process. Therea some problem which is deal
with Vocational students (Office Administrative Program):
1. Student Motivation
The majority of students lack of confidence to use the language because
of afraid and feeling shame if they make mistakes
2. Method of Teaching
Teacher uses Grammar Translation Method as a main method
3. Language Proficiency of Student Difficulties
The language proficiency of students is beginner and most of students still
found difficulties in learning English because of lack of vocabulary,
different culture
4. Goverment Policy (English Material Book);
Curriculum 2013 does not support Vocational students to help them in
learning English for Spesific Purposes, because the Material Book which
is given by goverment is the same book with High School book
5. School Facilities
The school facilities in SMK Ardjuna 1 Malang is good and complete
because there is language laboratory that support English language
learning especially for listening skill
5.2 Suggestion
References
-Questionnaire
2. Jika sulit, skill apa yang membuat bahasa Inggris menjadi mata pelajaran
yang sulit?
A. Reading
B. Speaking
C. Writing
D. Listening
3. Jika mudah, skill yang membuat pelajaran bahasa inggris menjadi mudah?
A. Reading
B. Speaking
C. Writing
D. Listening
-Facility Rubric
Keterangan
I Fasilitas Kelas V X
Jumlah Kondisi