AN UNDERGRADUATE THESIS
DEVELOPING ENGLISH LEARNING MATERIALS FOR STUDENTS OF ARABIC EDUCATION DEPARTMENT OF
IAIN METRO By:
ANA ROSA DIANA 1501070148
TARBIYAH AND TEACHERS TRAINING FACULTY ENGLISH EDUCATION DEPARTMENT
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1440 H/2019 M
ii
AN UNDERGRADUATE THESIS
DEVELOPING ENGLISH LEARNING MATERIALS FOR STUDENTS OF ARABIC EDUCATION DEPARTMENT OF
IAIN METRO
Presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By:
ANA ROSA DIANA Student Number: 1501070148
Tarbiyah and Teacher Training Faculty English Education Department
Sponsor : Dr. Dedi Irwansyah, M.Hum.
Co-Sponsor : Syahreni Siregar, M.Hum.
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1440 H/2019 M
iii
DEVELOPING ENGLISH LEARNING MATERIALS FOR STUDENTS OF ARABIC EDUCATION DEPARTMENT OF IAIN METRO
ABSTRACT By:
ANA ROSA DIANA
This research was aimed at Developing English Learning Materials for Students of Arabic Education Department. It was due to the lack of relevance of contextual materials for the Education Department. This research was conducted research and development (R&D) method involving five main steps, namely research and information collecting, planning which defining skills, developing the educational product, validating an educational product, and main product revision.
To validate developed materials, there are three validators involved. The result of the validators shows that several aspects of the developed materials are proper according to Aiken’s V which is higher than (>0.5) this aspects cover: title suitability, size conformity, material accuracy, conformity with the level of student development, demand and unity of ideas, content layout, and content illustration. Meanwhile, some other aspects need to be revised according to the validators assessment, they cover: discuss and vocabulary, material compatibility, material depth, material update, communicative, accuracy, presentation technique, learning presentation, and typography of material.
After revising the product by the validators suggestions, it is worthy to note that the developed materials in this undergraduate thesis can be properly used for Students of Arabic Education Department.
Keywords: Indonesian Islamic University, Research, and Development, English Coursebook
iv
PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS UNTUK MAHASISWA JURUSAN PENDIDIKAN BAHASA ARAB DI IAIN
METRO ABSTRAK
OLEH:
ANA ROSA DIANA
Penelitian ini bertujuan untuk mengembangkan bahan belajar bahasa Inggris bagi mahasiswa Jurusan Pendidikan bahasa Arab. Itu karena kurangnya bahan ajar yang relevan dan kontekstual untuk mahasiswa Jurusan Pendidikan Bahasa Arab.
Penelitian ini dilakukan dengan jenis penelitian dan pengembangan (R&D) yang melibatkan lima langkah utama, yaitu penelitian dan pengumpulan informasi, perencanaan yang mendefinisikan keterampilan, mengembangkan produk pendidikan, memvalidasi produk pendidikan, dan revisi produk utama.
Untuk memvalidasi materi yang dikembangkan, ada tiga validator yang terlibat. Hasil dari penilaian validator menunjukkan bahwa beberapa aspek dari bahan yang dikembangkan adalah tepat sesuai dengan perhitungan Aiken's V yang lebih tinggi dari (> 0,5) aspek ini meliputi: kesesuaian judul, kesesuaian ukuran, kesesuaian materi, kesesuaian dengan tingkat pengembangan mahasiswa, keruntutan dan kesatuan gagasan, tataletak isi, dan ilustrasi isi. Sementaraitu, beberapa aspek lain perlu direvisi sesuai dengan penilaian validator, diantaranya:
bahasa dan kosa kata, keakuratan materi, kedalaman materi, pembaruan materi, komunikatif, akurasi, teknik penyajian, penyajian pembelajaran, dan tipografi materi.
Setelah merevisi produk sesuai dengan saran validator, dapat disimpulkan bahwa materi yang dikembangkan dalam skripsi ini dapat digunakan dengan baik untuk mahasiswa Jurusan Pendidikan bahasa Arab.
Keywords: Universitas Islam di Indonesia, Penelitian dan Pengembangan, Coursebook bahasa Inggris
v
vi
vii
viii
ix
x
xi MOTTO
“Little knowledge that acts is worth infinitely more than much knowledge that is idle” (Khalil Gibran)
Be different, be positive, be better, and be yourself!
xii
DEDICATION PAGE
This undergraduate thesis is specially dedicated to:
My beloved parents (Mr. Warso and Mrs. Kartini) who always pray and support in their endless love.
My beloved brother, sister and nephew (Hendra, Misnatun, and Rami) who always support me.
My lovely friends (Binti Amanah, Riska Lita, Ami Nuradella, Vita Rianty, Rima Kurnia, Conference of the Birds) who always support me.
You are my support system!
My beloved Almamater of State Institute for Islamic Studies of Metro
xiii
ACKNOWLEDGMENT
First of all, thanks to Allah SWT for His mercies and blessing, so the researcher can finish the undergraduate thesis soon. Due to the His way to the real believe Muhammad SAW, who guides us from the darkness to the lightness.
“Developing English Learning Materials for Students of Arabic Education Department of Iain Metro” is the title of this undergraduate thesis. This research would be not accomplishing without any proffered motivation, help, and support for the researcher from a lot of people.
The second, on this nice occasion, the researcher would like to profound honor, she would like to gratitude for:
1. My beloved parents, thank you very much for never tired to prayed, supported, motivated, and remembered the researcher anytime, so the researcher finished this proposal soon.
2. Prof. Dr. Hj. Akla, M.Pd., as the Dean of the Tarbiyah and Teaching Training Faculty who bring the faculty to the motions.
3. Mr. Ahmad Subhan Roza, M.Pd., as the head of English Department who has motivated the researcher to finish this research as soon as possible, and spent the available time to guide and give a good suggestion for the researcher.
4. Mr. Dr. Dedi Irwasyah, M.Hum., as the first advisor and lecturer, who has to give the researcher correction, suggestion and also guide to write a good undergraduate thesis.
xiv
5. Mrs. Syahreni Siregar, M.Hum., as the second advisor and lecture, for the invaluable criticism, correction, suggestion and time to finish this paper.
6. All of my beloved friends in TBI 15, especially from TBI D who has supported each other for finished this research.
Finally, in this research, the researcher realizes that in writing this paper is not perfect. The researcher would like to apologize for the deep of her heart if there are so many mistakes. Then, the researcher requires the readers to give some suggestions and also criticisms for the perfect research.
Metro, July 2019 The
Researcher
ANA ROSA DIANA NPM. 1501070148
xv
TABLE OF CONTENTS
COVER ... i
ABSTRACT ... iii
RATIFICATION PAGE ... v
APPROVAL PAGE ... vi
NOTA DINAS ... vii
NOTIFICATION LETTER ... viii
STATEMENT OF RESEARCH ORIGINALITY ... ix
MOTTO ... xi
DEDICATION PAGE ... xii
ACKNOWLEDGMENT ... xiii
TABLE OF CONTENTS ... xv
LIST OF TABLES ... xvii
LIST OF PICTURE ... xvii
LIST OF APPENDICES ... xvii
CHAPTER I INTRODUCTION A. Background of Study ... .1
B. Problem Identification ... .3
C. Problem Limitation ... .3
D. Problem Formulation ... .3
E. Purpose of Research ... .3
F. Benefit of Product ... 4
G. Product Specification ... .4
CHAPTER II THE THEORETICAL REVIEW A. Theoretical Review ... .5
1. Teaching English as a Foreign Language (TEFL) ... .5
2. Teaching English at Islamic University ... .8
3. Materials Development ... 11
4. Activities and Tasks ... 15
5. Assessment ... 18
6. Curriculum Design ... 21
xvi
B. Relevant Studies ... 22
C. Framework... 24
CHAPTER III RESEARCH METHOD A. Types of Research ... 25
B. Research Procedure ... 25
C. Research Subject ... 26
D. Research Instruments and Techniques of Data Collecting ... 26
E. Data Analysis Technique ... 27
CHAPTER IV RESEARCH FINDING AND DEVELOPMENT A. Description Research Setting ... 28
1. The Needs of English Learning of PBA Study Program ... 28
2. The English Learning Materials for PBA Study Program ... 33
3. The Internal Validity of the Developed English Learning Materials for PBA ... 36
B. Product Revision ... 38
C. Research Limitation ... 38
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion of Product ... 39
B. Suggestions for Using Products ... 41 REFERENCE
APPENDICES
xvii
LIST OF TABLES
1. The Phases of Research Instrument ... 28 2. Percentage of Need Analysis Questionnaire ... 31 3. The Result of Aiken’s V English Learning Materials for PBA ... 38
LIST OF PICTURES
1. Interview With an English Lecturer ... 29 2. Distribution of Questionnaire on PBA Students ... 30 3. The Process of Product Validations ... 37
LIST OF APPENDICES 1. Surat Izin Pre-Survey
2. Surat Balasan Pre-Survey 3. Surat Bimbingan Skripsi 4. Surat Tugas
5. Balasan Surat Tugas 6. Teks Wawancara 7. Hasil Wawancara 8. Angket
9. Surat Izin Validasi 10. Draft Produk Awal 11. Hasil Validasi 12. Hasil Revisi 13. Dokumentasi 14. Curriculum Vitae
xviii 15. Surat Izin Pre-Survey
16. Surat Balasan Pre-Survey 17. Surat Bimbingan Skripsi 18. Surat Tugas
19. Balasan Surat Tugas
20. Teks Wawancara ... 6
21. Hasil Wawancara ... 7
22. Angket... 8
23. Surat Izin Validasi ... 47
24. Draft Produk Awal ... 50
25. Hasil Validasi... 78
26. Hasil Revisi ... 84
27. Dokumentasi ... 112
28. Curriculum Vitae ... 113
CHAPTER I INTRODUCTION A. Background of Study
English is an important language in the globalizing world, which requires the unity between countries in the worldwide toward economic, financial, trade and communication integration. English is used as the language of instruction number one for international interaction, it is needed to build an international relationship or international cooperation in various aspects. The collaboration is needed to meet the needs of a country, both in the sectors of the economy, education or trade. The collaboration between countries attest transnationalism or a country cannot stand alone, but rather in need of another country. Therefore, English is occupied as the first language in Lingua Franca. There are seven languages in Lingua Franca, which English is the first position. Thus, English is very urgent for facing all of the International market competition.
English in Indonesia, like an expanding circle country, it means English in Indonesia as a foreign language. Because of that, English Language Teaching (ELT) plays an important role in the globalizing world. Teaching English as Foreign Language (TEFL) is present to meet the needs of foreign language learning with attention to various factors such as: (1) learning contexts, (2) students' needs, (3) students' ages, (4) learning materials, (5) students' background, (6) teaching methods and techniques. All of the factors are needed for success in the foreign language learning process, especially English.
Based on the factors above, it can be concluded that TEFL in Indonesian context requires the appropriate learning material, due to for the success of teaching and learning process depends on the material used. So, developing English learning materials are one of the important factors.
TEFL is not about for the students of the English department, but another student of another department needs English to develop their ability in the language. In University, many departments have no English content, but it is required to face the globalizing world. One of them is the Arabic Department Department (PBA).
Based on the result of the interview with PBA English lecturer on December, 6th 2018, in daily, the students were not interested in the English learning process. They were not active in classroom activity, because they thought that English is difficult for them. They only learn basic English in the first semester, so materials and student's motivation influence the learning process.
Besides, this department will open the opportunity to engage with the globalizing world. The students of PBA must have a material that related to their studies.
It was worthy to write that TEFL within the Indonesian context, Developing English Learning Materials for Students of Arabic Education Department of IAIN Metro was rarely found. So, the development materials above helped the PBA students’ to learn more about English easily.
A. Problem Identification
Based on the above problem, some related problems are identified as follow.
1. The lack of English Language Teaching (ELT) needed by students of PBA department.
2. Less motivation in learning English of students of PBA department.
3. English learning materials should be exact within the learning context.
4. Developing English learning materials helped students’ of PBA in terms of looking for some information about English within their purpose.
B. Problem Limitation
This research more focuses on developing English learning materials that follow the students’ specific needs of PBA department.
C. Problem Formulation
The problem formulation of this research includes encompasses.
1. What is the English learning needs of the students of PBA department?
2. What kind of English learning materials for PBA department students is like?
3. What is the internal validity of the developed the English learning materials for PBA department?
D. Purpose of Research
The purposes of this research are.
1. To describe the learning needs of students of PBA department;
2. To develop appropriate English materials for students of PBA department; and
3. To figure the internal validity of the developed English learning materials for PBA department students.
E. Benefit of Product
The benefits of this product are.
1. To facilitate the students of PBA department to learn English for a specific purpose.
2. To enrich the availability of relevant and supporting English learning materials for students at Islamic higher institutions.
3. To provide stimulating information for further researches on TEFL within a specific context like PBA department.
F. Product Specification
The specifics of this product are.
1. The product of this study includes 3 units. Each unit involved about five aspects.
2. There are five aspects in the developed materials that contained on every unit, such as (a) related text, (b) language focus, (c) activities and tasks, (d) exercises, and (e) answer key.
3. Each unit equipped by the relevant picture to enhance the illustration of the developed product.
CHAPTER II
THEORETICAL REVIEW
A. Theoretical Review
To strengthen the argument conveyed about this study some theoretical principles are reviewed as the foundation.
1. Teaching English as a Foreign Language (TEFL)
According to Broughton English has been widely used by the peoples in the worldwide, as a primary language, it positions second just for Chinese, which is successfully six commonly confused tongues minimal utilized outside China.
Then again the 300 million local speakers of English are to be found in each landmass, and a similarly broadly appropriated collection of second dialect speakers, who utilize English for their everyday needs, add up to more than 250 million. Finally, if we include those zones where choices influencing life and welfare are made and reported in English, we cover one-sixth of the total populace.1
In addition, Lin and Chien report that the term TEFL is connected to underline that English language learning in countries, where English isn't the most crucial language. Then, each country could use the English Language freely, whether in the formal or informal situation. Why this term TEFL is made out of
"Foreign" has been required particularly to remind the clients in non-worker nations, that there are imperceptible contentions on the issue of utilizing English
1 Geoffrey Broughton et al., Teaching English as a Foreign Language., 2002, http://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=170015. P1
as a common tool of global correspondence. Under the distinctive races' political organizations, legislative frameworks and controlling intensity of their foreign language, English must be connected as a remote language, rather than the second language with need over the other outside languages.2
Meanwhile, Patel and Jain hold that the language used in one country but not a national language or second language, but as a foreign language. Some countries use foreign language such as, Russia and China. Called a foreign language, because it has different pronunciations, different words, little ode structures, and entirely different meaning. The expression "Foreign Language" has been characterized as: Foreign language has been decided where the optional condition isn't watched and the general population of phonetically foreign peoples utilizes such language.3
On the other hand, Carter and Nunan argue that the countries that use English, not as a national language or primary language of communicating it was called EFL. Countries that taught English as a foreign language in Brazil, Japan, Korea, Thailand, and Mexico. English became part of the educational curriculum for primary schools, secondary schools, private schools, and colleges.4
Then, Stern maintains that in the past, the use of foreign language and the native language is often used in a different context. But this time, the second
2 Grace Hui Chin Lin and Paul Shih-Chieh Chien, An Introduction to English Teaching, A Textbook for English Educators (S.l.: Distributed by ERIC Clearinghouse, 2010).P 3
3M. F Patel and Praveen M Jain, English Language Teaching (Methods, Tools &
Techniques) (Jaipur [India: Sunrise Publishers & Distributors, 2008), http://site.ebrary.com/id/10417558. P 35
4 Ronald Carter and David Nunan, eds., The Cambridge Guide to Teaching English to Speakers of Other Languages (Cambridge: Cambridge University Press, 2001), https://doi.org/10.1017/CBO9780511667206. P 2
language is more often used on all types of non-native language learning. The majority of the public consider that both have the same meaning, but a foreign language and a second language have difference conceptually. Because of the difference in Teaching English as a second language (TESL) are distinguished by teaching English as a foreign language (TEFL). TESL has official status in a country and used in formal occasions, while its use only in TEFL certain limitations and does not have official status.5
Furthermore, Brown states that English as a Foreign Language (EFL) dependably references explicitly to English instructed in nations, (for example, Japan, Egypt, or Venezuela) where English has been included certifiably not a noteworthy language of business and training.6
Nevertheless, McDonough urges that most people in the world together to learn English. They learn English with varying needs and levels of educate, there are studying in school, in college, and as an independent adult. They all need English to deal with global competition increasing. As the increasing need to communicate social, economic, and technology, thus teaching the English language have been diverse. For example, English educator might be possessed in instructing. English as a foreign language is teaching English in a different country, language, and culture. It is not in English speaking regions.7
5H. H. Stern, Fundamental Concepts of Language Teaching (Oxford ; New York: Oxford University Press, 1983). P16-17
6H. Doughlas Brown, Teaching by principles Interactive Approach to Language Pedagogy, Second Edition. (San Francisco: Longman). 2000 P 3
7 Jo McDonough, Christopher Shaw, and HitomiMasuhara, Materials, and Methods in ELT A Teacher's Guide, Third Edition, (UK: Blackwell Publishing Ltd, 2013 ) P 3
It is obvious that TEFL is the process of teaching and learning the foreign language which students and teacher have different mother tongue in the different region of English speaking. Foreign language means the language that not usual to use have different pronunciation, grammatically and words. All of the people require English to facing global competition in various aspects. English taught in primary schools, junior high schools, senior high schools, and colleges that as an educational curriculum.
2. Teaching English at Islamic University
According to Irwansyah et al., encouraging English with literature will be successful when it utilizes short story with different themes, for example, respectable character, self-strengthening, opportunity, set of accepted rules, and eagerness. The tales should to be identified with Islamic value and outfitted with shines of troublesome words, expressions and articulations.8
Then, Nurpahmi et al., state that the lectures used bilingualism to teach the students in Islamic University, it was used English and Indonesia to build the communication. Bilingualism aims to translate, clarify, explain, lexical gap, address specification, and address affection.9
Therefore, Hidayati argues that strangely, Islamic instruction that keeps up a fundamental job among Indonesians has included English close by other
8 Dedi Irwansyah, Burhan Nurgiyantoro, and Asruddin B. Tou, “Teaching with Literature:
The Needs of Indonesian Islamic Universities,” International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 169, https://doi.org/10.7575/aiac.ijalel.v.6n.7p.169.
P 167
9 Sitti Nurpahmi, Muhammad Asfah Rahman, and Kisman Salija, “Bilingual-Based Instruction in Teaching English for Academic Purposes at Islamic University,” Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 620, https://doi.org/10.17507/jltr.0903.23. P 620
mainstream sciences and innovation as a feature of its educational modules in its present headway. In such manner, the paper will demonstrate how basic Islamic training job among Indonesians is, how ELT in Indonesia has created, what provokes it encounters, and what openings it possesses with regards to Indonesian Islamic Education. The paper contends that Islamic training remains the decision of the Indonesian Muslim people group as long as it can meet the requests of living in the globalization time while keeping the Islamic qualities in all the learning procedure. It further proposes that ELT in Indonesia needs to consolidate Islamic qualities and demonstrate that English learning put no dangers and negative impacts on Indonesian culture by and general and Islamic religious qualities specifically.10
Nevertheless, Syah argues that mental and moral formation is one of the educational objectives of Islam. Islamic education focuses on moral education in addition to physical, mental education, scientific, and practical. Islamic education also has another purpose, namely to instill an appreciation of worldly issues in life. Political space, social, moral and religious way of life coverage is a way of being implanted by Islam. Because of Islamic education in Indonesia include the material life, then Muslim philosophers studied science, literature, and arts into subjects that are important in the formation of morals. For various reasons, the importance of learning English for a Muslim is appealing to the global world.11
10 Tuti Hidayati, “English Language Teaching in Islamic Education in Indonesia;
Challenges and Opportunities,” English Journal 3, no. 2 (March 20, 2017): 65, https://doi.org/10.22373/ej.v3i2.751. P 65
11M Noor Sulaiman Syah, “English Education For Islamic University In Indonesia: Status And Challenge” 3, no. 2 (2015): 24. P 188
Furthermore, Irwansyah maintains that English Language Teaching (ELT) systems are completely underpinned through an epistemological way. Other faiths on what constitutes as references of knowledge and methods of knowledge acquisition produce about complex instructional suggestions. The case implies true within the context of ELT at Indonesian Islamic higher education where the coveted purposes of the English teaching do not only for comprehending language abilities and pedagogy but also for establishing Islamic faith and training righteous action. This study, therefore, proposes to present a description of how the determination creators and ELT practitioners at the Islamic higher education inspect the Islamic epistemology conceptually and effectively. It writes an attitude to the epistemological contestation within Islam and West, as well as the plans of combining Islamic epistemology toward English language direction.12
From the above literature review, it is worthy to note that teaching English at an Islamic university needs the materials that connected to Islamic values and bilingualism to build the interaction between students and teacher. Teaching English an Islamic university requires mental and moral formation to increase the students’ ability in English also to face the globalizing world. Teaching English in Islamic university, especially in PBA requires the materials related to their study.
The materials involve some pictures that related to the text and also the text contains Islamic value. All of them will increase the internal motivation to learn English for students of PBA.
12 Dedi Irwansyah, “Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective,” Dinamika Ilmu 18, no. 1 (June 27, 2018): 1, https://doi.org/10.21093/di.v18i1.1120. P 1
3. Materials development
According to Graves, the planning process that is created by the teacher on each unit of course, including the goals and objectives of learning called the development of materials. The plan in question, in this case, is the creation of a more detailed syllabus and the specific needs of students. The teacher is seen as basically a professional and proficient. On the other hand, the majority of teachers are not paid or don't have the time in their plans to create all the materials for each course they educate.13
On the other hand, Mazraehno and Mazdayasna state that materials development, because it has been reverberated within the literature, developing materials for English language educating, could be a complex handle which ought to take into thought the convictions and states of mind of distinctive partners.
Thus, the materials were revised based on the comments gotten from diverse partners, specifically understudies, substance educators, dialects, and Islamic Statuteexperts.14
Furthermore, Carter and Nunan urge that materials development is both a field of study and a functional endeavor. 'Materials' incorporate anything which can be utilized to encourage the learning of a language. They can be phonetic, visual, sound-related or kinesthetic, and they can be displayed in print, through live execution or show, or on cassette, CD-ROM, DVD or the web. They can be guidelines in that they advise learners approximately the language, they can be
13 Kathleen Graves, Designing Language Course: A Guide for Teacher,( Canada: Heinle and Heinle Publisher, 2000) P 149
14 Fatemeh T Mazraehno and Golnar Mazdayasna, “Developing ESAP Materials: A Case of Graduate Students of Islamic Jurisprudence,” n.d., 30. P 83 2016
experiential in that they give an introduction to the language in utilize, they can be exploratory in that they look for disclosures most language use.15
Then, Tomlinson maintains that materials developers force reproduce textbooks, tell stories, bring samples into the classroom, show an opinion, give samples of language practice or interpret a poem. Whatever others appear to present input, they appear so ideally in principled ideas correlated to what they understand about how languages can be completely learned. All the parts in the book focus on the three essential questions of what should be presented for the pupils, how it should be given and what can be arranged with it to support language learning.16
In addition, Angin et al., urge that teaching materials or supplementary books have been a book including the lesson material arranged systematically utilized by educators and pupils as a learning reference in learning as well as the ability to form oneself of students who consider one particular subject/material generally and deeper. Although the teaching material equals though not compulsory, this book should benefit, which enhance the insights of students to the master certain subject generally and sincerely.17
Moreover, Bellu holds that development has been required a multi- dimensional idea in its nature, because any development of multiple systems, as really real socio-economic systems, are, can happen in different elements or
15 Carter and Nunan, The Cambridge Guide to Teaching English to Speakers of Other Languages. (Cambridge: Cambridge University Press, 2001). P66
16 Brian Tomlinson, "Materials Development in Language Teaching," n.d., 473. P 2-3
17 Inawati Perangin-Angin, Biner Ambarita, and Malan Lubis, “Development of Fable text Writing Teaching Materials Containing Character Education With Contextual Approach To Students Class VII SMP Negeri 2 Kabanjahe, International Journal of Education, Learning and Development, (UK: Europan Centre for Research Training and Development, 2018) P45
processes, at different rates and inspired by different units. Additionally, the improvement of one part of the way may be harmful to the development of other pieces, giving increase to differing goals and struggles. Consequently, covering development, i.e. deciding whether and to what degree a system has been developed, is an intrinsically multidimensional test.18
Nevertheless, Tomlinson reports that materials into useful and taught in language classes after teachers have been able to combine these three elements and take decisions following the situation of a particular class. A third theory, teacher cognition (i.e., beliefs, attitudes, decision- making, character) and teacher experience (i.e., prior teaching and learning of foreign languages) inform each other. This developing material has been taken from the theory of Second Language Acquisition (SLA).19
According to Epalen, the learner can accompany learning activity based on pace and self-ability, the module can be employed everywhere, so learning activity can be enhanced, by applying teaching material, the learner can understand learning decision themselves. it is the benefit of the learning module, that used in teaching material development. If the achievement level has been lowed, a student can study the material that is known yet. The module will be combined with the main mapping.20
18 Lorenzo G Bellù, “A (Reasoned) Review of Prevailing Visions,” n.d., 49.
19 Brian Tomlinson, Developing Materials for Language Teaching, 2014, http://public.eblib.com/choice/publicfullrecord.aspx?p=1742612. P 487
20NopiaEpalen, TimurAsiSiburiani, and Malan Lubis " The Developing of Teaching Material of Writing Complex-Procedure Text-Based Thinking Map on X Grade Students of State Vocational School 7 Medan", International Journal of Education, Learning and Development, (UK: European Centre for Research Training and Development, 2018) P 57
Tomlinson states that the basic principles of second language acquisition connected to the development of materials for the teaching of languages.
a. Materials should obtain meaning.
b. Materials should encourage pupils to think at ease.
c. Materials should support students to develop confidence that has been being shown should be recognized by learners as appropriate and helpful.
d. Materials should need and promote learner self-investment.
e. Learners must be available to acquire the points being taught.
f. Materials should show the learners to language in authentic use.
g. The learners’ attention should be described to the linguistic characteristics of the input.
h. Materials should equip the learners with chances to use the target language to achieve communicative purposes.
i. Materials should practice into account that the positive effects of instruction are usually limited.
j. Materials should get into account that students disagree with learning styles.
k. Materials should allow a silent period at the beginning of instruction.
l. Materials should practice into account that students contrast in affective attitudes.
m. Materials should maximize learning potential by supporting mental, artistic and impassioned involvement which stimulates both right- and left-brain activities.
n. Materials should not rely too much on guided practice.
o. Materials should implement opportunities for result feedback.21
In line with the quotations above, it is safe to state that materials development is the process of planning the materials for students to implement it in the classroom activities. Development of materials covers production, evaluation, and adaption language teaching materials. The teacher developed the materials by themselves which required interactive, informed and classroom materials used.
4. Activities and tasks
According to Carter and Nunantasks have been times reached out to incorporate 'metacommunicative assignments', or activities with attention on language frame, in which students control language or detail speculations about shape.
On the other hand, Davies maintains that activities and task have been covered in the curriculum, it takes in the classroom called by real life.22 On the other hand, Davies states that pedagogic activities encourage to investigate and practice the abilities that will allow the learners to perform according to professional standards later on. Meanwhile, activities, tasks or projects that reflect
21 Brain Tomlinson, Material Development in Language Teaching, (UK: University Press, 2011)P 7-23
22 Ronald Carter and David Nunan, eds., The Cambridge Guide to Teaching English to Speakers of Other Languages (Cambridge: Cambridge University Press, 2001), https://doi.org/10.1017/CBO9780511667206.P 173
professional assignments, or that use the professional world into the classroom are
"real life" activities and should also be covered in the curriculum.23
In addition, Richard and Schmidt argue that theories of classroom teaching and learning and the school curriculum are the concepts of the task. Sometimes, school curriculum called a collection of a task. Basic tasks that recur across the different subject in the curriculum is defined by schoolwork. The teacher's selection of tasks discovers learning goals, how learning is to take place, and how the results of learning will be demonstrated.
A task in teaching and learning process is an activity which is designed to help accomplish a particular learning goal. Some dimensions of tasks affect their use in language teaching. These include:
a. goals are the sort of objectives instructors and students personality for an undertaking;
b. procedures are the controls or techniques students apply to accomplish an undertaking;
c. order is the area of an assignment inside a progression of different errands;
d. pacing is the measure of time that is spent on an assignment;
e. product is the result or results in understudies create, for example, a lot of inquiries, an article, or an outline as the result of a perusing errand;
f. learning strategy is the sort of procedure an understudy utilizes while finishing an errand;
23 Maria González Davies, Multiple Voices in the Translation Classroom: Activities, Tasks, and Projects, Benjamins Translation Library, v. 54 (Amsterdam ; Philadelphia: J.
Benjamins Pub, 2004). P 19
g. assessment is how accomplishment on the assignment will be resolved;
h. participation is regardless of whether the assignment is finished exclusively, with an accomplice, or with a gathering of different students;
i. resources are the materials and different assets utilized with an errand;
and
j. Language is the language students’ use in finishing an errand (e.g. the first language or English, or the specific vocabulary, structures or capacities the undertaking requires the students to utilize).24
Nevertheless, Nunan maintains that the pedagogical task has been decided a piece of classroom work that requires students in comprehending, manipulating, producing or interacting in the target language while their consideration is concentrated on preparing their grammatical knowledge to show meaning, late from. The task should also have a sense of completeness, being able to stand alone as a communicative act, its right with a beginning, a middle and an end.
It is obvious to write that activities and task are a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge to express meaning, late from. The task should also have a sense of completeness, being able to stand alone as a communicative act, its right with a beginning, a middle and an end.
24Jack c. Richards and Richard Smith, Language Teaching and Applied Linguistic Third Edition, (United Kingdom: Pearson Education Limited, 2002) P 539-540
5. Assessment
According to Jones assessment for learning has been all about informed students of their progress to empower them to take the necessary action to improve their performance. Teachers require to formulate learning possibilities where students can improve at their speed and offer federation activities where needed. It has been stated in recent years that teachers have become adept at supporting the less able learner, sometimes to the detriment of the more capable learner. Evaluation for learning strategies must be implemented in such a way that quality feedback for learners based, for example, on an interim evaluation decision, helps to challenge the more capable learner to achieve new levels of achievement and thus to reach their full potential. By its very nature, the individuality of feedback has the facility to support weaker learners and challenge more capable learners. When learners know these principles and understand them, the quality of learning will improve. The sharing of this information with students will promote ownership of learning goals and a sense of shared responsibility between teachers and learners in achieving these goals. Improving the confidence and self- esteem of learners positively reflects the work of learners and improves their motivation.
Here are the following points to promote effective assessment, teachers require to:
a. explain and verify learners ' learning objectives;
b. demonstrate the standards to be met by students and help them to recognize when they have achieved that standard;
c. provide effective feedback on evaluation decisions so that learners can improve;
d. demonstrate high expectations and make it clear to learners that they believe their past performance can be improved; and
e. provide teachers and learners with regular opportunities to reflect on the latest performance and review the progress of learners to develop their self-assessment skills so that they can recognize what aspects of their work need to be improved.25
Meanwhile, Richard states that assessment is a process accumulating information about the ability and quality of the students a teaching-learning process of various subjects of evidence.26On the other hand, Brown argues that assessment has been an integral aspect in the teaching-learning process. The evaluation is nearly constant in an interactive, communicative curriculum. As a subset of all evaluation processes, testing does not necessarily violate authenticity principles, intrinsic motivation, and student centrality. In addition to some new alternative evaluation methods, tests become essential components of a curriculum.
As a reminder of the value of assessment in the classroom, remember that assessment and teaching are partners in the learning process.
a. Periodic assessments can increase motivation, both formal and informal, as they serve as achievements in the student process.
25 Cheryl A Jones, Great Britain, and Learning and Skills Development Agency, Assessment for Learning (London: Learning and Skills Development Agency, 2005).P 4
26 Jack C Richards and Richard Schmidt, Longman Dictionary of Language Teaching And Applied Linguistics, (London: Pearson Education Limited, 2002. P 35
b. Assessments can set the goal for super learners themselves.
c. Assessments encourage the retention of information by providing feedback on the competence of learners.
d. Assessments can provide a sense of periodic closure of various curriculum units and modules.
e. Assessments may encourage students to self-assess their advancement.
f. Assessments can encourage student autonomy by confirming areas of strength and areas that need further work.
g. Assessments can help evaluate the effectiveness of teaching.27
Then, Carter and Nunan hold that assessment indicates activities to collect information about students. Such information includes language learning ability, achievements, and students’ understanding. Although testing and evaluation are often used interchangeably, the latter is a term that covers measuring instruments administered on a one-off basis, such as tests, and qualitative methods for monitoring and recording student learning, such as observation, simulation or project.
Assessment is conducted to collect information on the language skills and/or achievements of learners who can be used for various purposes by stakeholders in language learning programs. These aims include:
a. selection shall determine whether students have sufficient language skills to undertake tertiary studies;
27 H Douglas Brown, Teaching By Principles An Interactive Approach To Language Pedagogy, (New York: Pearson Education, 2000) P 420
b. the certification shall provide staff with a statement of their language skills for employment;
c. educational funding authorities shall provide evidence that the intended learning outcomes have been achieved and justify expenditure;
d. diagnosis shall identify the strengths and weaknesses of the learners;
e. learning decisionmaking is to decide which material to present next or what to revise; and
f. motivating is to encourage students to study harder.28
It is obvious that assessment requires the ability and quality of students in collecting the information for evaluating the teaching-learning process. The teacher decided to accumulate the information of students such as the ability of students to mastering language, students' achievement, and understanding of students in language learning.
6. Curriculum Design
According to Macalister and Nation, curriculum design can be seen as a kind of writing activity and as such it can usefully be studied as a process. The typical sub-processes of the writing process (gathering ideas, ordering ideas, ideas to text, reviewing, editing) can be applied to curriculum design, but it makes it easier to draw on current curriculum design theory and practice if a different set of parts is used.29
28 Carter and Nunan, The Cambridge Guide to Teaching English to Speakers of Other Languages. P137
29 John Macalister and I.S.P Nation.Language Curriculum Design. (New York:
Routledge.2010) P 1
Meanwhile, Forbes and Davis state that curriculum materials are critical tools with which teachers plan for and teach science. Rather than using them as written, however, teachers often evaluate and adapt curriculum materials. To effectively engage in this process of curriculum design, teachers need to develop robust pedagogical design capacity, or their ability to identify and mobilize requisite resources, both personal and material, to develop effective learning environments.30
Then, Macalister and Nation argue that curriculum, or course, the design is essentially a practical activity. The result is going to be experienced by teachers and learners in the classroom. To arrive at that result, however, the course designer is integrating knowledge from many areas in the field of applied linguistics and this was described in our earlier book, Language Curriculum Design (LCD). 31
In line with the quotations above, it is safe to state that curriculum design is the process of writing activity by the teacher and students within classroom activity. The result is a conceptual idea to describe in the next curriculum book.
B. Relevant Studies
Here are some studies that related to developing English materials.
Miftakhul reported that government rules and students’ need are crucial aspects of
30 Cory T. Forbes and Elizabeth A. Davis. “Beginning Elementary teachers’ Curriculum Design and Development of Pedagogical design Capacity For Science Teaching: A Longitudinal Study”. (New York: Nova Science Publishers. 2010) P 209
31John Macalister and I.S.P. Nation.Case Studies in Language Curriculum Design:
Concepts and Approaches in Action Around the Words. (New York: Routledge.2011) P 1
developing English learning materials for young learners.32 On the other hand, Harsono noted that the definition, the principles, the procedure, and the practical are the important aspect of developing scientific purposes English learning materials.33 Moreover, Gultom wrote that activities setting and the teacher and students’ role are the influencing factors in developing Nursing students’ English learning materials. 34 In addition, Wardhani et al. stated that fun and interactive coursebook are important aspects of developing English learning materials for kindergarteners.35 Furthermore, Yana reported that learner needs are a crucial factor in developing speaking materials.36 In relation, Mazraehno and Mazdayasna maintained that collaboration among the researchers, as language teachers, and a subject specialist in Islamic Jurisprudence is important in developing English learning materials.37 Then, Cahyaningsari and Saleh stated that utilizing English- Indonesia mixed song lyrics in developing English learning materials, on the teaching-learning process gave a good impact for the learners.38
32MiftahulKhairNur Ali Mubar.”Developing English Learning Materials for Young Learners Based on Needs Analysis At Mtsn Model Makassar”. Volume I, Number 02, December 2015, P 328
33Y. M. Harsono.” Developing Learning Materials for Specific Purposes”.TEFLON Journal, Volume 18, Number 2, August 2007, P 169
34UliAgustinaGultom. “Developing English Learning Materials for Nursing Students Of the Borneo University Of Tarakan”. Volume 3 – Number 2, October 2016, (224-234) Available online at http://journal.uny.ac.id/index.php/ljtpP 224
35 Lely Silia Wardhani1, Mohammad Adnan Latief2, YazidBasthomi. “Developing English Course Book for Second Grade Kindergarteners”.Jurnal Pendidikan, Vol. 2, No. 6, BlnJuni, Thn 2017 P 846
36 Dewi Yana.“Developing English Speaking Learning Materials for Saturday English School Program” Journal Anglo-Saxon VOL. 7 NO. 1 (MEI, 2016) ISSN: 2301 5292 P 21
37 Fatemeh T Mazraehno and Golnar Mazdayasna, “Developing ESAP Materials: A Case of Graduate Students of Islamic Jurisprudence,” n.d., 30. P 83 2016
38VintaCahyaningsari, and MursidSaleh, “Developing English Materials Using English- Indonesian Mixed Song Lyrics To Teach Vocabulary”, LANGUAGE CIRCLE: Journal of Language and Literature, 2016, P 96
Based on the journal above, it is worthy to note that the students' needs, and among teacher and students rules are the crucial factors in developing English learning material. The coursebook is another aspect that important in developing English learning materials, it included interesting and fun activities.
C. Framework
This system illustrates the framework of relevant theories used in this research.
D. Framework
CHAPTER III Theories of TEFL
Theories of Teaching English at Islamic
University
Theories of Materials Development
Theories of Tasks and Activities
Theories of Assessment
Theories of Curriculum Design
Teaching Context
Materials Development
Developing English Learning Materials for Students of Arabic Department Department of IAIN Metro
CHAPTER III
RESEARCH METHOD
A. Types of Research
This research used Research and Development (R&D). According to Gall and Borg, the purpose of educational R&D is to develop and validity of the educational product. In this study educational research refers to learning material.
Industry-based development form in which the decisions of study are utilized to plan innovative products and procedures, which are regularly field-tested, assessed, and improved continuously they engage designated measures of effectiveness, quality, or comparable criteria.39
On the other hand, Sudarsono et al., state that to produce a product that can be used to improve its performance or to resolve a problem that occurs in a place of work. So, the research used is R&D made by practitioners.40 From the above literature review, it is worthy to note that R&D is a method of research to develop and validate educational product by practitioners.
B. Research Procedure
According to Borg and Gall, there are ten procedures in R&D, but in this study only five procedures that want to use.41
39Meredith D. Gall, Joyce P. Gall, and Walter R. Borg, Educational Research An Introduction Seventh Edition, (USA: Pearson Education, 2003) P 569
40FxSudarsono, Sumarno, Suyata, Zamroni, DjemariMardapi, Budyono, Wuradji, Pardjono, and Sunarto, MetodePenelitianPendidikan, (Yogyakarta: UNY Press, 2013) P 199
41 Meredith D. Gall, Joyce P. Gall, and Walter R. Borg, Educational Research An Introduction Seventh Edition, (USA: Pearson Education, 2003) P 573
1. Research and information collecting it cover a review of the literature, classroom observations, and preparation of a report of state of art.
2. Planning which embraces defining skills, stating objectives, determining course sequence, and small-scale feasibility testing.
3. Developing a preliminary form of product that involves the preparation of instructional materials, coursebooks, and evaluation devices.
4. Validating educational product which includes two practitioners and one expert in assessing the learning material.
5. Main product revision, it means a revision of product as suggested by the preliminary field-test results.
C. Research Subject
This research involves six until twelve subjects and takes place in IAIN Metro, especially in Arabic Education Department.
D. Research Instruments and Techniques of Data Collecting
This study utilizes a questionnaire and interviews to collect the data. The needs analysis questionnaire used to collect the data of the target learning. The students were asked some question about what they want in learning English like characteristic and needs. Then, they choose one or more options. The researcher was interviewing the lecture to hold the data from the questionnaire, informally.
The phases of research instrument show by the table below.
Table 1. The Phases of Research Instrument
No Phases Research Instrument
1. Planning - Needs analysis
questionnaire - Interview guide
2. Validating - Product validation Sheet
- Evaluation Sheet
3. Revising - Focus group discussion or
interview
E. Data Analysis Technique
This research has used a questionnaire to collect the data. The data of the needs analysis questionnaire was analyzed using frequencies and percentages. The students’ need was showed by the uppermost of answers to each question will consider representing. The rate was calculated by distributing the frequency by the whole of the respondents and then the sequences are multiplied by 100%.
CHAPTER IV
RESEARCH FINDINGS AND DEVELOPMENT
A. Description Research Setting
1. The Needs of English Learning of PBA Department
The needs for English language learning materials for students majoring in the language of Arabic can be known by collecting data. Collecting the data is done in two ways.
a. Interview
The interview was conducted on, 06, December 2018, with M. Dhini Handoko, as an English lecturer. The interview was conducted with 12 questions. The results of the interview show that the lack of learning motivation of students is a factor that affects students' difficulties in learning English. Another factor is the material taught has not been related to the department program.
Picture 1. Interview with an English lecturer
b. Questionnaire
The questionnaire was distributed on May 17, 2019. This questionnaire distributed in PBA students in the second semester. The interview was conducted with 12 respondents and 15 questions. The following table shows the percentage of the results of filling out the questionnaire by respondents.
Picture 2. Distribution of Questionnaire On
PBA students
Table 2. Percentageof Need Analysis Questionnaire
No
Question
substance Sub –Item F Percentage
Target needs 1
The important English learning in PBA
Yes 11 91.67
No 1 8.33
2 The difficulties in learning English
Yes 11 91.67
No 1 8.33
3
Coursebook English learning at PBA
Yes 4 33.33
No 8 66.67
4 English skills to support work
Enough as now it doesn't need to be
developed anymore. 0 0.00
Beginner: can understand simple sentences and expressions that often appear in
everyday life. 2 16.67
Intermediate: understand the core/meaning of the text are complicated and give
feedback on the text. 4 33.33
Advance: to understand the different kinds of texts and understand the implied
meaning contained in a text. 6 50.00
5 The benefit of English lessons
Speak in English fluently for the
workforce later. 9 75.00
Good in writing for the workforce later. 1 8.33 Master in vocabulary that related to the
job. 0 0.00
Use grammatical structure correctly. 2 16.67
6 English learning for future job
Build an interaction orally within
colleagues or clients (customers). 5 41.67 Writing interaction (correspondence)
either in the form of formal or informal.
0 0.00
Read texts in English to increase my
English knowledge. 4 33.33
Translate the company documents, both
formal or informal. 3 25.00
Learning Needs 7
The form of English learning
Monologue and dialogue. 2 16.67
Monologue and dialogue accompanied by
images. 1 8.33
Monologue and dialog accompanied by a
list of new vocabulary words. 4 33.33 Authentic materials as news programs,
radio broadcasts, movies, and songs. 5 41.67 8 Length of the text < 100 words. 1 8.33
100 - 150 words. 3 25.00
150 - 200 words. 4 33.33
> 200 words. 4 33.33
9 The topic of learning English
Daily life 10 83.33
Education 0 0.00
Management 0 0.00
Issue/hot news 2 16.67
10 Type of activity in listening
Identifications certain information from
the dialogue or monologue that listened to. 4 33.33 Identifications the expression in the
dialogue /monologue listened to. 4 33.33 Answer questions verbally to the
dialogue/monologue that is listened to 2 16.67 Answer questions in writing to the
dialogue/monologue that is listened to. 2
16.67
11 Types of activities in grammar
Identifications error sentence structure. 2 16.67 Correcting error sentence structure. 2 16.67 Writing sentences based on the patterns
that have been learned. 3 25.00
Completing hitched sentences with
appropriate grammar. 6 50.00
12
Types of activities to build
pronunciation
Imitate the way pronunciation is
exemplified by the lecture 4 33.33
Read aloud by looking at phonetic
transcriptions 3 25.00
Discussion with friends or small groups
about the correct pronunciation. 2 16.67 Imitate the way the pronunciation based on
the video that the lecture has played. 3 25.00
13
The process of English learning
tasks/activities
Individual 3 25.00
In pairs 3 25.00
In groups 5 41.67
Cooperate with all friends in class 1 8.33
14
The process of learning English in
the class
Just listening to the lecture’s explanation
in the class. 2 16.67
Discuss to solve problems or do an
assignment. 6 50.00
Write all the information explained in the
lecture. 4 33.33
Presentation of the end of each lesson 0 0.00
15
The position of lecture in classroom activity
Give a question to work on then discuss it. 6 50.00 Give examples of a discussion and then
give assignments. 5 41.67
Observe students work then provide
answers if students encounter difficulties. 1 8.33 Go around and comment on students work, 0 0.00
