Designing ELT Material of Pregnancy for Midwifery Department Students at Alauddin State Islamic University of Makassar

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DESIGNING ELT MATERIALS OF PREGNANCY FOR MIDWIFERY DEPARTMENT STUDENTS AT ALAUDDIN STATE ISLAMIC

UNIVERSITY OF MAKASSAR

A THESIS

Submitted in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department

Tarbiyah and Teaching Science Faculty Alauddin State Islamic University

of Makassar

By:

Nurul Fadilah Samsur Reg. Number: 20400117031

ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2022

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PERNYATAAN KEASLIAN SKRIPSI Mahasiswa yang bertanda tangan dibawah ini:

Nama : Nurul Fadilah Samsur

Nim : 20400117031

Tempat/Tgl Lahir : Bulukumba, 11 Desember 1998 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris Fakultas/Program : Tarbiyah dan Keguruan

Alamat : BTN Paccinongang Harapan PA 15 No.15 Gowa

Judul : Designing ELT Materials of Pregnancy for Midwifery Department Students at Alauddin State Islamic University of Makassar

Menyatakan bahwa skripsi ini benar adalah hasil karya penyusun sendiri.

Jika dikemudian hari terbukti bahwwa ia merupakan duplikasi, tiruan, atau dibuat oleh orang lain sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya dinyatakan batal demi hokum.

Gowa, 11 September 2022 Penyusun,

Nurul Fadilah Samsur 20400117031

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ACKNOWLEDGEMENT

Alhamdulillahrabbilaalamiin, the researcher would like to express her deepest gratitude to the almighty Allah SWT., the most beneficent and the most merciful, who has given the blessing, guidance, opportunity, health and equanimity to conduct the writing of this thesis. Shaalawat and salaam are always delivered to our great Prophet Muhammad SAW., who has brought us from the darkness to the lightness.

During the writing of the thesis, the researcher received much assistance from a number of people, for their valuable guidance, correction, suggestion, advice and golden support. Without them, the writing of this thesis would never be possibly completed. Therefore, the researcher would like to express the greatest thanks and appreciation for The researcher’s beloved parents, H. Samsur, S.Pd.

M.Pd and Dra. Hj. Hajrah. M.Pd.I for their endless support through thick and thin, ups and downs. The researcher’s family beloved Brother and Sister, Nurfaizah Samsur, S. Hum , Ulil Amri Samsur, S. Sos, and Ulil Albab Samsur S. Pt. who always support the researcher to conduct this research and those people, especially to:

1. Prof. Hamdan, MA., Ph.D, the Rector of Alauddin State Islamic University of Makassar.

2. Dr. H. A. Marjuni, S.Ag., M.Pd.I., the Dean and all of the administrative staffs of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar.

3. Prof. Dr. Hj. St. Azisah, M.Ed. St., Ph.D, the Head of English Education Department, Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar and Dr. Sitti Nurpahmi, S.Pd., M.Pd., the secretary of English Education Department of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar.

4. Dr. Kamsina, M. Pd.I and Indah Fadhilah Rahman, S.Pd., M.Hum., as the researcher’s consultants who had patiently guided, helped, and supported her.

5. Prof. Dr. Muhammad Yaumi, M. Hum., M.a. and Dr. Hj. Mardiana, M.

Hum., as the researcher examiner who had critically evaluated the thesis and shared their expertise in the process of complenting this thesis.

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6. Dr. Sitti Nurpahmi, S.Pd., M.Pd and Nur Aliyah Nur, S.Pd.I, M.Pd., as the researcher’s examiners and expert judgment who had critically evaluated the thesis and shared their expertise in the process of completing this thesis.

7. All the students, alumni, lecturers, and administrative staffs of Midwifery Department who had friendly accepted and helped the researcher to conduct a research.

8. The researcher’s partners of R&D Team, Rini Suhartiningsih, Shania Salsabila, Iklimah, Icha Nur Fauzia Aries Debitama, Nursidiq Dwi Praditya, and Nur Halima, who have given a lot of contributions for the research.

9. Infinite thanks for Subhan Rahmat S. Pd. And Dewi Setyowati S. Pd, the researcher’s seniors, thank you for being the amazing senior who always listen and encourage the researcher.

10. The researcher’s classmates in English Education Department, PBI 1 and 2 in Academic Year 2017 that taught me about togetherness and solidarity.

11. All of the people around the researchers’ life who could not mention one by one by the researcher that have given a big inspiration, motivation, insight, and pray for her.

Remaining errors are the writer’s own; therefore, constructive criticisms and suggestions will be highly appreciated. May all our/the efforts be blessed by Allah SWT. Amiin.

Gowa, 24 Agustus 2022 Researcher,

Nurul Fadilah Samsur Nim. 20400117031

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TABLE OF CONTENT COVER

ACKNOWLEDGMENT ... i

TABLE OF CONTENT ... iii

LIST OF FIGURES AND TABLES ... v

LIST OF CHARTS ... vi

LIST OF APPENDICES ... vii

ABSTRACT ... viii

CHAPTER I. INTRODUCTION ... 1

A. Background ... 1

B. Research Problems ... 9

C. Research Objective ... 9

D. Research Significances ... 9

E. Research Scope ... 10

F. Operational Defenition of Terms ... 11

CHAPTER II. LITERATURE REVIEW ... 14

A. Review of Related Research Findings ... 14

B. Some Pertinent Ideas ... 17

C. The Theoritical Framework ... 24

CHAPTER III. RESEARCH METHODOLOGY ... 27

A. Research Method ... 27

B. Research Subject ... 28

C. Research Instrument ... 29

D. Data Collection Procedures ... 30

E. Data Analysis Technique ... 32

CHAPTER IV. FINDINGS AND DISCUSSIONS ... 35

A. Analysis Phase ... 35

B. Designing Phase ... .64

C. Developing Phase ... 69

D. Evaluation Phase ... 74

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 87

A. Conclusions ... 87

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B. Sugestions ... 88 BLIBLIOGRAPHY ... 89 APPENDICES ... 93

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LIST OF FIGURE AND TABLE

FIGURE 2.1 : Theoretical Framework ... 26

FIGURE 3.1 : ADDIE Approach ... 28

FIGURE 3.2 : ADDIE Approach Phase ... 32

FIGURE 4.1 : Electronic Book Construction ... 69

TABLE 4.1 : Categories Score of Likert Scale ... 34

TABLE 4.2 : The Result of the Question ... 39

TABLE 4.13 : The Result of the Question………...50

TABLE 4.14 : The Result of the Students Learning Ability...52

TABLE 4.15 : The Result of the Students Learning Priorities ... 53

TABLE 4.16 : Prototype of Syllabus ... 67

TABLE 4.17 : The Result of Syllabus Evaluation ... 76

TABLE 4.18 : The Result of the Organization of e-book ... 78

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LIST OF CHARTS

CHART 4.1 : The Result of the Question ... 39

CHART 4 : The Result of the Question ... 43

CHART4. 5 : The Result of the Question ... 44

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LIST OF APPENDICES

APPENDIX 1: Questionnaire for Students, Lecturers ... 95

APPENDIX 2: Interview Guideline ... 105

APPENDIX 3: Rubric of Evaluation Checklist ... 112

APPENDIX 4: The Result of Questionnaire... 116

APPENDIX 5: Interview Transcript ... 119

APPENDIX 6: Expert Evaluation Checklist ...137

APPENDIX 7: Prototype Syllabus ...140

APPENDIX 8: English Electronic Book Material ...142

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ABSTRACT

Thesis Tittle : Designing ELT Material of Pregnancy for Midwifery Department Students at Alauddin State Islamic University of Makassar

Year : 2022

Researcher : Nurul Fadilah Samsur Consultant I : Dr. Kamsinah, M.Pd.I.

Consultant II : Indah Fadhilah Rahman, S.Pd.I., M.Hum.

This research aims to design ELT Material of Pregnancy for Midwifery Department at UIN Alauddin Makassar. The Educational Research and Development model implemented in this research was used ADDIE (Analysis, Design, Development, Implementation, Evaluation), but the implementation phase was not conducted because of Corona pandemic. This research involved 65 respondents, i.e., 61 students of Midwifery Departments, two lecturers of Midwifery Department, and two validators from English Education Department at UIN Alauddin Makassar. The researcher used three instruments which were a questionnaire for students, the interview guideline for students and lecturers and the evaluation checklist used to analyze the e-book material and were validated by the validator evaluation checklist.

The results of this research were the electronic book (e-book) material which developed by the researcher has been well designed after taking several revisions. The data of the need analysis became the basis in designing syllabus and developing e-book. Subsequently, a unit of the e-book was developed as an output of this research. This research can be utilized both for lecturers and students as a learning source. Moreover, for further researcher, it could be a helpful guidline in developing language teaching material by adopting the ADDIE model.

Keywords: English for Specific Purposes, material development, integrated skills material, ADDIE model.

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CHAPTER 1 INTRODUCTION

A. Background

Teaching an English course to students with a non-English background, particularly in the Health Department, where one of the programs is a midwifery study program, has its own set of challenges. In his publication Developing a Taks-Based Syllabus Based on Needs Analysis for Midwifery at UIN Alauddin Makassar, Dahniar in the Midwifery Department at UIN Alauddin Makassar stated, "The outcomes of his preliminary investigation suggested that the students believe English subject to be not very vital."¹

As a result, they become passive English learners with low motivation, and the majority of students are uninterested in learning because the material is still in general English, which they find difficult to comprehend.Part of the current was that the syllabus which used in midwifery study program is not well designed, because the components of syllabus in terms of learning activities, the instructional materials and media, time allotment, rating/evaluation were not stated clearly.

Furthermore, it was also found that the subjects used by the lecturer had not been well organized and the language was too difficult for the students, most of the subjects are taken from the sources which were not suitable with students’

proficiency. The subjects were integrated without variety in the activities so that the students had such a tedious experience of learning process. The current syllabus tends to focus on gramatical rules, expression, listening activities, report

1 Dahniar. “Developing A Task-Based Syllabus Based on Needs Analysis For Midwifery”.(2015):112-130.

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writing, most of these material could not cover what the students need from the course because it was too general, it made the students very confused because they were also hard to understand the explanation of the lecturer²

Based on observations, there is no minimum standard that English lecturers must follow, limited time for learning English should be divided into other subjects, English still in general, there were no appropriate materials to apply, and it is difficult to find specific English textbooks for midwifery students in book stores or even university libraries. The Midwifery Study Program at the Alauddin State Islamic University in Makassar follows a curriculum that covers a variety of topics connected to the midwifery profession. Furthermore, the curriculum encourages students to develop their communication skills in a worldwide language, namely English, in order to be able to work on a global scale.

According to Ralph W. Tyler, the true goal of education is to modify students' behavior patterns, not for instructors to carry out specific activities. As a result, it's critical to understand that every statement of school goals must also be a statement of change. that occur in students. In other words, it can conclude that a curriculum is basically a set of documents for implementation.³

Meanwhile, the needs of midwifery students and professional midwives related to English learning materials are conducting a needs analysis. The needs of midwifery students and professional midwives for English instructional materials are almost the same, This is a good example of a well-targeted experiment in creating an e-book with particular attention to the structure of the book.

2 Dahniar Badruddin, “Developing a Taks-Based Syllabus Based on Needs Analysis for Midwifery at UIN Alauddin Makassar”.Journal, Vol. I, number 01, 2015, p.113.

3 Ralp W Tyler, Basic Principles of Curriculum and Instruction, (Chicago: University of Chicago press, 1949), p.4.

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Recently, many researchers are trying to develop or design instructional products in various forms, both in non-printed materials and printed materials.

The designing of instructional material could help students and teachers to achieve the learning objectives.

In this regard, an electronic book (e-book) is one of the nonprinted materials, which can be used as a learning resource. Nowadays e-book has provided opportunities to integrate another electronic resource into existing hybrid library facilities. In this pandemic situation, students are increasingly using electronic resources to assist in learning, for instance, students usually download electronic academic content, such as e-journal or electronic journals, electronic articles, cd room, access website, webpage, digital book or electronic book, etc.

The broadest definition of an electronic book is a text analogous to a book that is in digital form to be displayed on a computer screen. Another definition said e-book is content that has been made available digitally and electronically via an internet connection displayed on a computer screen and allowing pages to be printed and downloaded locally. This e-book is a good learning resource to assist, support and as an alternative reference besides textbook or printed materials (e- books, textbooks, articles, journals, magazines, handouts, newspaper, etc)

Furthermore, learning materials are effective in facilitating students in improving their learning needs. Besides that, English learning materials can be identified as an introduction to the language, which facilitated them in increasing

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English Language Proficiency. The researcher designed and validate an electronic books products is known as educational Research and Development (R&D).

The R&D technique refers to the steps of this process, which include studying research findings relevant to the product to be developed, creating the product based on the findings, field testing it in the context where it used eventually, and evaluating it to correct any weaknesses found during the field evaluation phase. This shows that the product achieves its affectively objective.⁴

Students who learn English as a result of their field study had an easier chance of getting a job that matches their academic program. Students be able to be more enthusiastic learning about the topics and texts that are relevant to their study or work areas. In practice, English course in non-English Departments of higher education in Indonesia have been populary called General Educational Courses. It is designed to equip students with basic knowledge and skill on their field by using English.

In addition, the trend away from the concept of General English (GE) toward a closer examination of the students’ needs is relevant in English courses for midwifery students. As a result, teaching English in a midwifery program is suitable for the major context of English for Specific Purposes (ESP).⁵

Uli Agustina Gultom in her journal entitled “Developing English Learning Materials for Nursing Students of Burneo University of Tarakan” the author wrote

4 Gall, M, D., Gall, J. P., & Borg, W. R. “Educational Research an Introduction; Third Edition.” (USA: Pearson Education, 1983), p.772.

5 Nur’aeni, “Developing English Syllabus and Materials for Midwifery Students”, Thesis.2016. p.15.

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a statement from Davie’s⁶ book said that: Language Teaching has its own goal in the learning process. A major goal of all English language instruction should be to enable students to communicate effectively and as accurately as possible in English.

If students want to continue their studies or work in an international hospital, they must have a good knowledge of English in the Midwifery Department. Students be able to study midwifery activities and medical terms more easily if they take an English class. They facilitate teaching material in achieving the learning process's goal. The materials provided many opportunities for learners to use language to achieve their goals, as well as chances for them to receive feedback on the effectiveness of their communication efforts.

As a result, English learning materials for midwifery students must be designed to respond to the real-world needs in their field. In most language programs, teaching materials are also a critical component. The materials are very important in the language teaching and learning process because they not achieve their objective without the learning materials. The learning materials are needed to organize the teaching and learning process and they must be relevant to the students’ needs. English lecturers should prepare and manage the teaching and learning process as effectively as possible, then the students can learn well and participate actively.

They should stimulate and facilitate the students to communicate with others by using specific English related to the social contexts of the midwifery

6 Davie,Success in English Teaching, 2002

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department. Therefore, specific English learning materials concern with the social context of the midwifery department is a necessity for the students.

According to preliminary research conducted on Tuesday, 08 March 2021, with an English lecturer online, who has taught midwifery students in 2018, for the first and second semesters. She said midwifery students learn general English, and the material served in basic English such as learn part of speech, practice English macro skills (speaking, writing, listening, reading), introduce particular vocabularies were usually relate to their major, but more often given basic vocabularies. In speaking, the lecturer instructed conversation as a follow: self- introduction, while in writing was teaching how to make a sentence, and do the task relate with midwifery major, such as writing daily activity, their dream, experience as medical students, or about their future occupation as a midwife.

Adding in grammar they learn about tenses, then in reading, about found the main idea of the passage, such underline, noun, adjective and so on.

Furthermore, the lecturer said, there is no particular English Syllabus in the midwifery study program, also midwifery students did not have a e-book or particular textbooks, so the lecturer used the pharmacy e-book and modification the material for midwifery students, but she built it more often on her own.⁷

Another online interview with one of the lecturers was conducted on March 20, 2021. He said he taught midwifery students in semester 2 of the 2019

7 Nur Aliyah Nur, M.Pd.(08 march 2021)_Interview.

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class, and semesters 1 and 2 of the 2018 class. Midwifery students studied general English, using two sources, namely "Dasar-Dasar penguasaan Bahasa Inggris from your basic vocabulary" by Prof. Dr. Azhar Arsyad, MA, and particular book of learning PIBA (Program Intensifikasi Bahasa Asing), Students focused on being taught parts of speech and some expressions in speaking, giving assignments in the form of grammar (50%) and speaking (50%).⁸

Based on some reasons above, and recommendations from supervisors, the researchers designed an electronic book of English learning materials for midwifery students. The materials have been design based on the students’ needs in their field of study. The design of English learning materials is done based on some theories proposed by experts in education.

According to Brown cited by Uli Agustina Gultom in her journal entitled

“Developing English Learning Materials for Nursing Students of Burneo University of Tarakan” teaching theory, aligned with the integrated understanding of the learner and the learning material to be studied, demonstrated successful learning procedures on a given day for learners that can be utilized under various constraints of a particular learning context.⁹

Madya also said that students’ learning needs can be met when (1) the task difficulty matches their ability level, (2) the learning materials and tasks are relevant for students, and (3) students have the freedom to express themselves because they are permitted. In designing some English language courses, English

8 Armadi. Interview.particular book of learning PIBA . 2021.

9 Uli Agustina Gultom .Developing English Learning Materials for Nursing Students of Burneo University of Tarakan.2018

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for Specific Purposes (ESP) is required as a component of a bigger activity of language teaching.

This design be further developed after conducting a need analysis for the Sixth Years Students of the Midwifery Department at UIN Alauddin Makassar.

Eventually, The researcher hopes that the design and development research be useful and can be applied to students of the Midwifery department. In this research, the researcher focus on five English skills with a specific topic, namely pregnancy that mentioned in the Qur'an Surah Al Mu'minun verses 12-14 about pregnancy:

َىاَسًِْ ْلْا اٌَْقَلَخ ْدَقَل َو ٍييِط ْيِه ٍةَل َلَُس ْيِه

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ٍييِكَه ٍرا َرَق يِف ًةَفْطًُ ٍُاٌَْلَعَج َّنُث {

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َماَظِعْلا اًَ ْوَسَكَف اًهاَظِع َةَغْضُوْلا اٌَْقَلَخَف ًةَغْضُه َةَقَلَعْلا اٌَْقَلَخَف ًةَقَلَع َةَفْطٌُّلا اٌَْقَلَخ َّنُث َتَف ۚ َرَخآ اًقْلَخ ٍُاًَْأَشًَْأ َّنُث اًوْحَل َييِقِلاَخْلا ُيَسْحَأ ُ َّاللَّ َك َراَب

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“Man We did create from a quintessence (of clay); Then We placed him as (a drop of) sperm in a place of rest, firmly fixed; Then We made the sperm into a clot of congealed blood; then of that clot We made a (foetus) lump;

then we made out of that lump bones and clothed the bones with flesh;

then we developed out of it another creature. So blessed be Allah, the best to create.”¹⁰

The explanation of this verse is in accordance with the process of fetal development in pregnant women. This verse clearly explains the process of human creation correctly and in chronological order. From the verse it is concluded that the fetus is formed in utero through six phases. The first is the sulalah phase, the second stage is called 'alaqoh (clot of blood), the third phase is

10 Tafsir_web:https:-//tafsirweb.com/37027-surat-al-mukminun-ayat-12-14.html.

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called the mudghah phase (a lump of flesh), the fourth phase is called the 'idham (bones) phase, the fifth phase is called kuswatu al-'idham (bone-'idham (bone-to- fleshum) phase, and the last phase is called the phase of fetal transformation to another form. Even so, what we should pay attention to is the second stage, which is the embryonic development in this Qur'an.

B. Research Problems

Based on the background, the main problem of this research was the design an appropriate and suitable English material for midwifery student. There were two specific research problems should be formulated as follows:

1. What types of Midwifery English Materials Language are needed for Midwifery students?

2. What prototype of the English Language Material of Pregnancy at the Midwifery Department is composed UIN Alauddin Makassar?

C. Research Objectives

This study aims to design ELT materials for midwifery students such an electronic book. The specific objectives of this research are:

1. To discover out the kind of material that the students of midwifery assistance consider program need.

2. To deliver the prototype English Language Teaching material based on Pregnancy of Midwifery program.

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D. Research Significances 1. Theoretical Significance

The theoretical significance of this analysis is to grant additional information concerning English for Midwifery students through simply means for the Midwifery students. additionaly, the findings are often references for more studies.

2. Practical Significance

This analysis can be helpful for midwifery students, lecturer, and institution. First, for the midwifery students; within the future, the result from this analysis facilitated the midwifery students a lot of simply to grasp the materials particularly for every topic within the electronic book.

Second, for lecturer; the result from this analysis may be an easy way teaching English within the Midwifery Department.

Third, for the Midwifery Department of UIN Alauddin Makassar;

the result from this analysis used as a further e-book or website/el electronic book for Midwifery students that include lot of practice communication with foreigners in English.

E. Research Scope

This research was focused on design English Language teaching material which oriented in printed materials such as e-book or designing an electronic book. In this research, the research subject Designing English Language Teaching Materials of Pregnancy for Midwifery Department Students. This materials focus

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on student need analysis by used English for Specific Purposes (ESP) to develop English materials.

In addition, due to the situation of pandemic covid-19, and limitation of time and budging to finishing this research, the researchers conducted this research in a few phases, namely: need analysis, designing syllabus and prototype materials by using ADDIE approach .

F. Operational Definition of Terms

1. Designing English Language Teaching Materials

The definition of designing is a plan or specification for construction some items, object, procedure, system and implementation of an activity. The result of this specification in some forms, such as, product, instructional product, prototype, process, and etc. While the ELT materials is English language materials containing ideas, explanation, or information in many forms (e-book, textbook, worksheet, electronic book etc. So, designing English language teaching materials is a process to creating, designing, or developing materials to teach English as international language, to the learners.

2. Development Processs of Instructional Material

Development process of instructional material is the process to make an instructional materials by following certain ways (systematically) to achive learning capability based on students need, through certain process.

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According to Tomlinson, “The learning materials should give, learners experiences of interacting with authentic use of English through spoken and written texts”.¹¹

3. Pregnancy

Pregnancy is the term used to describe the period in which a fetus develops inside a woman's womb or uterus. Pregnancy usually lasts about 40 weeks, or just over 9 months, as measured from the last menstrual period to delivery. Health care providers refer to three segments of pregnancy, called trimesters. The major events in each trimester are described below.

11 Brian Tomlinson. “Material Development in Language Teaching”. (Cambridge:

Cambridge University Press, 2019), p. 3.

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CHAPTER II

LITERATURE REVIEW

English for Midwifery Department is a part of English for Specific Purposes (ESP) exactly in the part of English for Academic purposes (EAP). As for literature review, this chapter explained review of related research findings, some pertinent ideas related to the research and theoretical framework.

A. Review of Related Research Findings

In this research, there are a few previews of related research findings, here they are: First from Dahniar, in her investigate diary journal entitled “Developing a Task-Based Syllabus Based on Require Examination for Midwifery at UIN Alauddin Makassar”, in her research, she pointed to create a Task-Based Syllabus based on midwifery understudy require assessment, since within the existing syllabus that utilizing in midwifery office did not speak to students’ needs, this articulation based on meet and survey that the analyst had conducted and agreed to her finding, the foremost ability that student requires were within the macro aptitudes of English name namely, talking, tuning in, perusing, and composing, in the interim, within the existing syllabus, is as well common, in this respect as it centered on common English uncommonly for structure.¹²

The second is from Leo Appleton in his investigation entitled “The utilize of electronic books in midwifery instruction: the understudied perspective” his

12 Dahniar. (2015). Developing A Task-Based Syllabus Based on Needs Analysis For Midwifery. 112-130.

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paper has a few targets, to begin with, to demonstrate the utility of e-books by healthy understudies, moment to know how e-book may be encouraged by staff library in wellbeing and scholarly put, and the third approximately the encounter of wellbeing understudies in utilizing e-book. This inquires about utilizing center bunch with 10 understudies of birthing assistance. They pointed to see what they understanding of e-book utilizing in the scholarly proficient setting. The result finding largely positive encounter in utilize e-book as an electronic information resource.

There is also an interesting finding from the result of this paper, the group sample conveyed between e-book and printed book, there is more disadvantage than the advantage of e-books. Even though their instinctive reaction said e-books were not as effective a learning material as printed books, but midwifery students still assumed e-books as an alternative way of printed books. To sum up, e-books have a place in the healthy library and as information resource but still need further research to know how effective the e-book.¹³

The third is From Resi Silvia in her journal “ESP needs analysis for Midwifery students: A learner-centered approach” in her research She told that midwives want rapid communication, to tell about patient clinical history, give them information about their care, about their pregnancy, illness, etc. They want to prepare themself with good English to face the job market. The research use a

13 Appleton, L. (2004). The use of electronic books in midwifery education: the student perspectivel. Health Information and Libraries Journal, 245–252.

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pilot survey with 120 random midwives participants at STIKES Prima in short semesters in 2016.

The skills should be focused on writing and speaking. Many of them actually could write and speak correctly, but they were better at writing than speaking. Unfortunately, they could not produce analytical, coherent, and cohesive writing and often failed to crate well-organized paragraphs, and about speaking they could not speak in context with fluency and intonation. For the teacher itself, they should be using various instructional materials, not only face to face but also using internet and provide multimedia facilities and all they need to upgrade their ability in learning and teaching process to assist the midwife students.¹⁴

The fourth comes from Rachma Putri Kasimbara, in her research journal

“Developing ESP Instructional Materials for Students of Midwifery at Politeknik Kesehatan Brawijaya Malang” this research aims to know the issues for mastery English in midwives students and to develop ESP instructional material using Contextual Teaching and Learning (CLT) principles for midwifery students of Politeknik Kesehatan RS dr. Soepraoen Malang. The researcher using R&D and involve 30 students in phase II. The researcher also gave two questionnaires to them, first to collect information about students' perspective in learning English, students motivation, obstacles in learning English, and the kind of learning model they like in the classroom.

14Resi Silvia. “ESP Needs Analysis for Midwifery Students”. A Learner Centered Approach. Scientia Journal. No.3 Vo. 4, 2015, p.290

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Based on some related research above, midwifery students or health students need appropriate materials or not general English. In this regard, conducting need analysis is necessary to know what midwifery students expect and need in the English learning process for their materials. In this study, the researchers are planning to make an electronic books to provide English learning materials for them, based on English for Specific Purposes.

B. Some Pertinent Ideas

In order to deliver more comprehensive foundation, here the researcher emphasizes several key points associated with designing English Language Teaching materials as follows;

a) Designing ELT Material in Context E-book

Electronic book (e-book), in full electronic book, digital file containing a body of text and images suitable for distributing electronically and displaying on- screen in a manner similar to a printed book. E-books can be created by converting a printer’s source files to formats optimized for easy downloading and on-screen reading, or they can be drawn from a database or a set of text files that were not created solely for print¹⁵.

In addition, instructional material in this case ELT e-book materials is needed a syllabus as a guide for material preparation to be more effective. A syllabus is a specification of what happens in the classroom, which usually

15 Britanica.com; e-book.technology definition.

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contains objectives and content of teaching and sometimes methodological suggestions.¹⁶

According to Brown’s curriculum development models, there are six components of syllabus as follows;¹⁷

a. Needs analysis: lecturer be able to determine and prioritize educational instruction for students in order to learn English specifically in the parts they need to succeed in their courses and future careers.

b. Specification of goals and objectives: the objectives are precise statements about what content or skill the students must master in order to attain a particular goal.

c. Language testing: one of the procedures used in evaluating the teaching and learning process to find out whether students have reached the competencies specified in the course objectives and whether the learning process can run effectively or not.

d. Developing materials: refers to the production, evaluation and adaptation of language teaching materials by lecturers for their own classrooms. They can be linguistic, visual, auditory or kinesthetic, and they can be represented in print, through live performance or display, or on cassette, CD-Room, DVD or the internet.

e. Language teaching: the lecturers must be given more freedom than usual in the classroom to teach as they feel appropriate.

16 Hakim Yassi and Kaharuddin, Syllabus Design for English Language Teaching; Second Edition (Kencana: TrustMedia Publishing, 2018), p. 17.

17 Hakim Yassi and Kaharuddin, Syllabus Design for English Language Teaching; Second Edition (Kencana: TrustMedia Publishing, 2018),p. 24-27.

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f. Evaluation: the ongoing process of information gathering, analysis and synthesis, the entire purpose of which is to constantly improve each element of a curriculum.

b) The development of ELT material

According to Tomlinson, material development is anything which is done by writers, teachers or learners to provide sources of language input and promote language learning. Therefore, materials development processes have been successed if the curriculum developers have the good concepts of material development. Ken Hyland suggests nine steps of materials development related to course materials namely consideration of the students (personal goals, proficiency levels, interest, etc.), consideration of learning context (duration, resources, relationship to other subjects), consideration of the target context (future roles of learners and the text and the tasks they need), establishment of course goals and objectives, planning the syllabus, devising units of work and lessons, creation or evaluation and selection of materials, teaching the course, evaluation of learners.¹⁸

Material development divided into two aspects both an interactive field of study and practical undertaking. As a field of study, materials development studies about the principles and procedures of the design, implementation, and evaluation. Meanwhile, as a practical undertaking it refers to everything that a writer, teacher, or the students contributed to promote language learning.¹⁹ The material developed can be discovered

18 Pryla Rochmahwati, “English Curriculum and Material Development”, (STAIN Po PRESS, 2017), p. 59-60.

19 Brian Tomlinson, “Material Development in Language Teaching”, (Cambridge:

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everything that is used in the learning process such as linguistic, visuals, auditory, cassette, a CD-ROOM, textbook, video, handout, newspapers, paragraph of written on the whiteboard or anything which presents or informs language being learned.²⁰ In other word, materials development refers to the material developed which related to the teaching practices with certain principles that can be used as a basis in determining learning.

c) Need Analysis

Need analysis according to Basturkmen is a step where material developers identify specific language and skills in a language learners group need as to their academic study of professional occupation. Besides, it is an activity involved in gathering information that is used as the basis for developing a curriculum that met the learning needs of particular groups of students²¹. It has become one of the essentials of ELT and ESL as the needs gathering of teachers, students, parents, and administrators can produce the right material regarding learning the language.

Additionally, Kaur viewed that need analysis helps teachers to select proper assignment and content as well as teacher’s statements goals to provide a better understanding of the purpose of instructional materials for the learners. Many studies indicate that need analysis is of most importance in foreign/second language learning achievement.²²

20 Brian Tomlinson, “Material Development in Language Teaching”. (Cambridge:

21 Hariadi & Yanti,( 2019)_Defenition of Need Analysis.

22 Hutchinson & Waters, (1987)_ Need Analysis of Most Iimportance in Foreign or Second Language Learning Achievement.

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Need analysis is the first step in constructing material development.

Hence, teachers need to establish a comprehensive analysis of the learners and themselves to know about learners’ need to prepare well. Therefore, in the analysis stage, the research should carry out two crucial aspects: the first is learner need analysis; and the second is teachers’ capacity analysis d) ESP (English for Specific Purposes)

English for Specific Purposes is an approach than a product, by which they mean that ESP does not involve a particular kind of language, teaching materials, or methodology these are what kind of definition of ESP by Tom Hutchinson and Alan Waters.²³ In another side, Dudley Evans and St John said that English for Specific Purposes is devided into two absolute and variable characteristic²⁴. Robinson’s cited states that ESP is goals directed the learners are not learning the English language for the sake of it, but because they need, or will need, to use English in their professional or academic lives. EAP learners are usually current higher education students or members of staff or they are hoping to go on to higher education after their EAP course. They need to learn English in order to succeed in their academic careers. Then, ESP courses are based on an analysis of needs, which aims to specify as closely as possible exactly what it is that the learners have to go through the medium of English.

Learners may need specialist language, but this is not necessarily so. In some cases, a very high level of proficiency is not necessarily required, as

23 Tom Hutchinson and Alan Waters_ Definition of ESPT. 1997

24 Tony Dudley _English for Specific Purposes.1998

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long as the learners can succeed in their aims. Students, for example, need to be able to understand their lecturers, fellow student and textbooks and obtain good marks for assignments and examination.²⁵

e) Pregnancy

According to the WHO data²⁶, preeclampsia develops during late pregnancy in 2-8% of women. Preeclampsia is a major cause of maternal and perinatal morbidity and mortality, therefore, the study of the morphological features of placental complex, taking into account gestational complications in postpartum women with severe preeclampsia is an important factor for finding the optimal treatment during pregnancy.

The study conducted examine the effect of counseling on the increasing knowledge and attitudes about risky pregnancies at Muhammadiyah 1 Vocational High School in Wonosobo, Indonesia²⁷. This research was quasi-experimental research employed quasi experiment design with one group pretest-post-test design. Measurements were made before and after treatment, by doing a pre-test and post-test. Sample sie in this study was 108 students. The instrument in this study is the questionnaire. The results of the knowledge variable showed a significant value 0.003. There is an effect of reproductive health counseling on increasing knowledge and attitudes about risky.

25Subhan Rahmat. Developing ELT Speaking Materials for Pharmacy students at UIN Alauddin Makassar. Thesis. UIN Alauddin Makassar. 2019.

26 Turakbai Zh. Umbetov, Akzhenis K. Berdalinova Kazakhstan, 2016

27 Suci Musvita Ayu, S. Lindawati, Thoharoh Halimatusa’diyah, 2020_ the effect of counseling on the increasing knowledge and attitudes about risky pregnancies at Muhammadiyah 1 Vocational High School in Wonosobo, Indonesia

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In addition, The early pregnancy is a worldly problem that touches not only the developed countries but also poor countries such as Benin. It has a major impact on the youth, particularly the girls. Far from being a new phenomenon, the pregnancy in schools is assimilated today to the increasing epidemic. In Benin, according to the report of Ministry of secondary education, techniques and professional training,

f) Evaluation

The final is the assessment. The analyst utilized self-evaluation, peer assessment, and master assessment to know the advance of the improvement materials which were outlined and created by the analyst.

The result of this inquire is the English electronic e-book for midwife understudies within the midwifery Division.

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C. The Theoritical Framework

The theoretical framework illustrates how the procedure of the research have been conducted. The researcher designed ELT(English Language Teaching) materials for the sixth years students of Midwifery department at UIN Alauddin Makassar. As provided framework, the phases adopted ADDIE model stage which have been broken down into four main stages consisting need analysis, design, development, and evaluation. Morever, implemenetation not be conducted due to uncertain condition in pandemic. Therefore, it is noticeable that the research is initiated by administering need analysis.

In the commencement, the initial step is implementing need analysis aimed at students of the sixt years Midwiferydepartment students. Hutcinson and Waters²⁸ claimed that every course of language is conducted based on need analysis as crucial phase to provide data in order to lead material to be appropriate for the learners. Furthermore, analysis phase is the most important in this process.

This stage heve been initiated by adopting theory from Hutcinson and Waters that gathering information from need analysis must link target needs and learning needs covering making decision of need analysis, gathering information, and identifying students’ inventory needs. Therefore , the researcher focused on determining a decision of need analysis by combing out the information source for the students by administering questionnaire.

Consequently, need analysis by administering questionnaire have been conducted in this phase. Besides, the researcher conducted an interview with

28 Hutchinson, Tom and Alan Waters. (1987). English for Spesific Purposes. A Learning Centered Approach. Canbridge : Canbridge University Press.

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Midwifery lecturer to gain deeper information of how the design should be generated. In regard to the form of materials, the researcher considers that learning materials, video learning, and exercise are suitable to be inserted. In addition, various attractive features for learning materials inside word press are delightfully incorporated.

After executing design phase, the next step is realizing development step.

Aldoobie²⁹ claimed that the success of development phase depends on the first two phases which are the analysis and design process. It indicates how huge the role of these two stages to conduct this phase. Therefore, the researcher maximized the preliminaries study before starting this stage. Regarding the development, the researcher have been focusing on generating the materials and run through the conduction of the design toward educational setting on technology based on Aldoobie that claimed that development phase integrates the technology with the educational setting and process.

The next step is evaluation phase. Branch³⁰ asserted that evaluation stage is the step of assessing the quality of the process and learning product both before and after product implementation. In the end of evaluation, the researcher conducted expert validation judgement to measure the realibility of English Language Teaching including five skills.

29 Aldoobie, Nada.(2015).ADDIE Model. American International Journal of Contemporary Research, 5, 68

30 Branch, Rober Maribe.(2009). Instructional design: the ADDIE model. New York : Springer Science+ Business Media.

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The stages of need analysis, designing and developing materials, implementation, as well as evaluation stage are fundamental procedures in ADDIE model. Nevertheless, implementation not be held due several matters. In the matter of final phase, it deals with measuring the effect of provided materials based web by committing evaluation. Additionally, Brown³¹ stated that evaluation focuses on the goals and instructional objectives on determining the rate of objective’s attainment. As evaluation has been achieved, this study is terminated.

Eventually, those are the process to trace the design ELT(English Language Teaching) materials and articles for Midwifery students at UIN Alauddin Makassar.

The problem was faced by the students of Midwifery Department in learning English is difficult to understand English lesson materials because it was still use English for General Purposes not English for Specific Purposes. In addition, midwifery student difficult to find English material, textbook, module, or instructional English materials for midwifery.

Based on the problems, the researcher tried to propose a new way by Designing English Language Teaching Material specifically an electronic book for the midwifery students based on the students’ need using English for Specific Purposes (ESP) and ADDIE approach. The theoretical framework of this research present in the following figure:

31 Brown, J.D . (1995). The Elements of Language Curriculum : A Systematic Approach to Program Development . Boston: Heinle & Heinle Publisher.

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Figure 2.1. Theoretical Framework ANALYSIS

Present Situation analysis Target situation analysis

Students’ need

Lecturer Learner

Self-Evaluation

DESIGN Integrated syllabus

Peer Evaluation

DEVELOPMENT

Expert 1

Expert 2 ELT E-Book for Midwifery Students

Prototype 1

EVALUATION

DESIGNING ELT MATERIAL FOR MIDWIFERY STUDENTS

Prototype Material 2 ELT E-BOOK DESIGN

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CHAPTER III

RESEARCH METHODOLOGY A. Reasearch Design

In this research, the researcher utilized the design of Research and Development (R&D). Research and Development is the name of research designs which involves studying recent theories of educational product development, developing the educational products, problem in classroom, product validation by experts, and field testing the product. ³²This Research and development method is the research used to produce certain products and test the effectiveness of these products.³³ Moreover, Research and Development is a process of developing educational equipment which is carried out through a series of research using various methods in a cycle that goes through various phases³⁴.

In addition, the educational product referred in R&D contains four main meanings. First, the product does not only include hardware such as e-books, textbooks, learning videos and films or similar hardware, but also software such as curriculum, evaluation, learning models, procedures and learning processes.

Second, the product can be a new product or a modification of an existing product. Third, the product developed is a product that is really useful for the world of education. Fourth, the product can be accounted for both practically and

32 Adnan Latief, Research Methods on Language Learning: An Introduction, Universitas Negeri Malang Press, Malang, 2013, p.45.

33 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan RnD, (Bandung: CV Alfabeta, 2017), p. 297.

34 Mohammad Ali dan Muhammad Asrori, Metodologi dan Aplikasi Riset Pendidikan, (Jakarta: PT Bumi Aksara, 2014), p. 105.

27

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scientifically.³⁵ In this research, the researchers follow Borg and Gall theory research patterns in designing the prototype product, and uses ADDIE approach in designing. ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate. ADDIE approach can be adapted to practically any development context. ADDIE approach is prescriptive because it guides, assigns methods and procedures, generates strategies, goal oriented, active, and a variety of models can be applied to the ADDIE approach³⁶. ADDIE is a product development that is applied to design learning by preparing a learning environment that can facilitate complex learning by optimally involving the learning environment by responding to many situations, interactions in context, and interactions between contexts.³⁷

Figure 3.1. The ADDIE Approach (McGriff, 2000)

The researcher employs this design because the ADDIE approach is intended to help students accomplish the aims and objectives of the learning purposes. It also enables for material evaluation and offers simple procedures for

35 Zainal Arifin, Model Penelitian dan Pengembangan, (Bandung: PT Remaja Rosdakarya, 2012), p. 127.

36 Robert Maribe Branch, Instructional Design : The Addie Approach. (New York : Springer Science Business Media, LLC 2009), p. 165.

37 Tala Alodwani & Mosaab Almosa “Learning Design Using ADDIE Approach to Imrove Students' Critical Thingking Skills In Becoming Ethical Librarians. (Jurnal Volume 8 No. 1, 2018), p. 102.

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planning, design and develop the tests. It is easy and simple to learn and has systematic structure. The ADDIE Approach consist of five components, and all the components are interconnected in a systematic and structured manner.

B. Research Subject

The subject that involved in this research are Midwifery Department at UIN Alauddin Makassar which was classified into:

1. Students (Target Group): 61 students divided into two classes. They are divided into two classes: 26 from midwife class A and 35 from midwife class B.

2. Lecturers (Audience Group): 2 English lecturers who teach English study program in Pharmacy Department were involved in this research.

3. Experts: 2 experts involved in this research to validate the appropriateness of prototype materials.

C. Research Instrument

Two kinds of instrument be applied in this research. They are questionnaire and interview. In regard to administering questionnaire, students of Midwifery department in the first year at UIN Alauddin Makassar are the target of questionnaire. Bath defined questionnaire as a study containing a set of questions and other type of instructions with the aim collecting information from respondents. The questionnaire helps the learners to find out subjective need and objectives need. These factors are sufficient basis in deciding the aims and objectives of English Language Teaching materials design. In this matter, questionnaires aimed for students addressed by distributing google form link

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containing miscellaneous questions related to the development of English Language Teacing materials based on how should be established.

The second instrument is interview. Interview allows researchers to gather important data in a purposeful interaction³⁸.In this matter, the research involved two lecturers who teach the students on English Language Teaching materials. Hence, several matters in accordance of the material development of English language material in midwefery have been asked in order to gain more facts and information n on how the development of five English skills should be established.

D. Data Collecting Procedures

There are several phases in data collection procedures, and those are compiled based on the ADDIE approach used in designing the materials. The ADDIE approach involves five steps; Analysis, Design, Development, Implementation, and Evaluation, but due to the current situation pandemic, the implementation phase not include in this research. Therefore, this is the overall data collection process as follows:

1. Analysis

The first step is analysis. Based on the needs analysis, the questionnaire and interview guidelines are used by the researchers. The researcher gathered information for the questionnaire by analyzing the students' Present Situation Analysis (PSA), Target Situation Analysis (TSA), and learning needs.

Questionnaires were distributed to experts in the target, audience, and subject

38 Mils,Geoffry, E, and Lorraine R. Grey. Educational Research Competencies for Analysis and Aplications. London: Pearson Education. 2016

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of research, while interviews with lecturers and students were conducted to gather more information. Following the collection of interview results, the researcher analyzes the data to determine the students' needs.

2. Design

The second phase is design. The researcher designs the material in this phase based on the results of the inventory need. This phase's output is prototype material 1 for the midwifery department.

3. Development

The third phase namely development. Materials are developed by researchers using the theoretical framework established in the previous phase.

The material is then referred to as prototype material 1 and evaluated through self-evaluation and peer evaluation. The output of this stage is prototype material 2.

4. Evaluation

The last phase is evaluation. In this phase, the researchers evaluated the product. In this phase also, the product or prototype e-book has been validated by expert I and expert II to ensure this product has been arrange well and can be used in the classroom.

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Figure 3.2. ADDIE Approach Phases E. Data Analysis Technique

The data analysis that used by researchers in this study is a mix method, which consists of qualitative and quantitative data techniques. The research analyzed the interview data obtained from students as qualitative techniques. Then for the questionnaire data and evaluation checklist, quantitative techniques has been used. The results of the data obtained used as attachments and notes for researchers in the development of their research. The process of qualitative and quantitative analysis is presented as follows:

Analysis

Design the questionnaire and Interview guideline

Value thequestionnaire and Interview guideline

Gather information from the subjects

Students’ Needs

Learners Lecturers Analysis data from questionnaire

And Interview guideline Design Integrated

Material

Design Prototype 1

Self-Evaluation Peer Evaluation

Expert 1 Evaluation Expert 2 Evaluation

Development Prototype 2

New E-Book

Experts

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1. Qualitative Analysis

The step followed in analyzing qualitative data is the theory by Gay R. Lorraine (2016). This step consists of three steps, the first is pre-coding, the second is coding and the third is summarizing.

a. Pre-Coding

In this phase, the researcher read the data and interpreted the key idea or the issue related to the questions in the interview session. It generated recorded data, which was subsequently converted into textual form before categorized.

b. Coding

The researcher reviewed the information and categorized the key idea throughout this step. Furthermore, each data compared separately in order to assist the researcher in determining the relationship between those issues.

c. Summarizing

The researcher drew a final statement to answer the questions in the interview session at this step.

2. Quantitative Analysis

To evaluate the design of the E-Book material based on expert opinion, researchers employed the questionnaire and evaluation checklists as quantitative analysis. Content and construct validity are among the categories of assessment

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checklist items, which are then organized on a Likert scale. Each assessment checklist item have a "yes or no" option. Microsoft Excel was also used to determine the outcomes of the evaluation response summing. The mean score of respondents' views and expectations of students' English material needs was calculated by ranking each category on a scale of one to five.:

Table 3.3. Categories Score of Liker Scale Scores Score range Qualitative description

1 1-1.80 Very Bad

2 1.81- 2.60 Bad

3 2.61- 3.40 Sufficient

4 3.41- 4.20 Good

5 4.21 – 5.00 Very good