an undergraduate thesis developing english learning...
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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
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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
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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
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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
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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!
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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
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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.
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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
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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
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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.
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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.
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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;
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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.
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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
6
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
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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
8
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
9
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 11
M Noor Sulaiman Syah, “English Education For Islamic University In Indonesia: Status
And Challenge” 3, no. 2 (2015): 24. P 188
10
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
11
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
12
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
13
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 20
NopiaEpalen, 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
14
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.
15
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
16
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
17
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.
24
Jack c. Richards and Richard Smith, Language Teaching and Applied Linguistic Third
Edition, (United Kingdom: Pearson Education Limited, 2002) P 539-540
18
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;
19
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.26
On 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
20
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
21
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
22
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 31
John 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
23
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
32
MiftahulKhairNur 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 33
Y. M. Harsono.” Developing Learning Materials for Specific Purposes”.TEFLON
Journal, Volume 18, Number 2, August 2007, P 169 34
UliAgustinaGultom. “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 38
VintaCahyaningsari, and MursidSaleh, “Developing English Materials Using English-
Indonesian Mixed Song Lyrics To Teach Vocabulary”, LANGUAGE CIRCLE: Journal of
Language and Literature, 2016, P 96
24
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.
25
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
39
Meredith D. Gall, Joyce P. Gall, and Walter R. Borg, Educational Research An
Introduction Seventh Edition, (USA: Pearson Education, 2003) P 569 40
FxSudarsono, 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
27
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.
28
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
30
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
31
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
32
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
33
The data above shows the results of a questionnaire analysis that has
been filled in by PBA students, with the following results.
1) The table shows that most students 91.67% preferred that English is
important for students of PBA. It means that the students of PBA
require English to support their study.
2) 91.67 % of respondents answered that they have difficulties in learning
English.
3) The data shows the information that most of the students 66.67% have
English coursebook, but (33%) admitted that they have not English
coursebook.
4) Most of the students 50% preferred to advance skill to support their job
in the future.
5) The table above shows the fact that most of the students 75% preferred
to choose to speak in English fluently for the future job.
6) Based on the information from the table above, most of the students
41.67% preferred interaction with colleagues or clients (customers).
7) 41.67% in favor of monologues and dialogues along with a list of new
vocabulary in learning inputs.
8) 33.33% of respondents want the length of the text between 150-200
words.
9) The data shows that most students 83.33% preferred the topic of English
that they want about daily life.
34
10) In terms of listening type activity, most students 33.33% choose
identifications certain information from the dialogue or monologue that
listened to and Identifications the expression in the dialogue /monologue
listened.
11) 50% of respondents prefer writing sentences on patterns that have
been learned to improve Grammar abilities.
12) Based on information from the table above, most of the students
33.33% preferred to imitate the way pronunciation is exemplified by
the lecture for their pronunciation skill.
13) 41.67 % of respondents prefer to do assignments in groups.
14) Discussing problems or assignments is preferably 50% of respondents.
15) 50% of respondents prefer that the lecturer gives the example of a
discussion of the member tasks.
2. The English Learning Materials for PBA Department
English Learning Materials for PBA department includes three units,
namely unit one (Wahid) contained material about Prophets, unit two (Isnain)
held stories of Ashabul Kahf and the Dog and unit Three (Tsalasa) contained the
Jerusalem. Each unit included four Basic English Skills, namely listening,
speaking, reading and writing. The following is a description of the three units.
a. Description of Unit One (Wahid)
In unit one (Wahid), titled Prophets include images associated with
titles serve targeted, as well as additional sources of images used. On the
first page, the coursebook sheet opened with Lafadz Basmalllah and
35
equipped with learning outcomes. Then, before starting the subject matter,
students are given pre-reading as a warm-up. Pre-reading is directly related
to the subject matter in unit one, which is about Prophets. The material in
unit one contains the names of prophets in three languages, namely
Indonesian, Arabic, and English.
Task 2 students are asked to do assignments in pairs then, memorize
the names of prophets in English and Indonesia. They come to the front of
the class, one mentions in English and the partner must answer in
Indonesian.
Task 3 students are asked to download the app QR Coder then follow
the instructions mentioned in Coursebook in Task 3. Unit one is also
equipped with Grammar (Nahwu) Corner which aims to facilitate learning
English for Arabic students.
Task 4 is a group assignment that requires students to work by the
instructions written on Coursebook.
b. Description of Unit Two (Isnain)
Unit Two (Isnain) contains stories about Ashabul Kahf and the Dog.
On the front, there is a picture that illustrates the events of Ashabul Kahf
and the Dog when in the cave later, the source of the image.
The next is opened with Lafadz Basmallah and followed by learning
outcomes. Furthermore, part of unit two (Isnain) is also supplemented by
verses from the Qur'an which are related to the Ashabul Kahf story,
namely the Qur'an Surah Al-Kahfi verse 13.
36
On the next page, there are pre-reading as many as 3 questions (Task
1). Followed by a story about Ashabul Kahf and the Dog, which was
quoted from the source, then this text was numbered so that it was easily
understood and a few words that were unfamiliar to the familiar ones.
In unit two (Isnain) there is a Vocabulary Corner and synonym
Corner, which aims to enrich students' knowledge in the field of English
vocabulary. Next, Task 2 contains questions related to Reading Skill as
many as six questions. Task 3 contains the opinions of students as outlined
in writing, then continues with Synonym Corner.
c. Description of Unit Three (Tsalasa)
The cover in unit Three (Tsalasa) starts with the title, Jerusalem.
Then, it is added with an illustration of the picture that describes the
situation in Jerusalem.
The next page is opened with Lafadz Basmallah and continued
with learning outcomes that aimed to find out what significant
achievements are achieved in this unit. Then, it is continued by adding the
Qur'an verses which have relevance to the story of Jerusalem.
Task 1 contains statements that students need to answer. Then,
continue with the story of Jerusalem. This text is equipped with numbering
to make it easier for readers to answer questions. Task 2 and 3 contain nine
questions. Five questions are answered with Complete Sentence and four
of them are multiple-choice. Then at the end of unit Three (Tsalasa), it
37
contains new knowledge related to the text. This coursebook is also
equipped with answers key.
3. The Internal Validity of the Developed English Learning Materials for
PBA
Teaching materials products have been assessed/validated by three
lecturers TBI IAIN Metro Department (see attachment to Material Assessment
Questionnaire Teach).
The results validation is processed using the content validity formula
Aiken's V to determine the content validity coefficient based on the assessment
results from the practitioner's panel. Recapitulation the value of Aiken's V is
presented in Table 1.
Picture 3. The Process of Product Validations
38
Table 3. The Result of Aiken’s V English
learning materials for PBA
No. ASPECT AIKEN'S V
SCORE
REMARKS
1 Tittle suitability 0.556
2 Size conformity 0.556
3 Discuss a and
vocabulary
0.333 Enrich
4 Material
compatibility
0.444 Accordingly
5 Material depth 0.444 Accordingly
6 Material accuracy 0.556
7 Material update 0.333 Accordingly
8
Conformity with
the level of student
development
0.556
9 Communicative 0.444 Accordingly
10 Accuracy 0.444 Accordingly
11 Demand and unity
of ideas
0.556
12 Presentation
technique
0.444 Accordingly
13 Learning
presentation
0.444 Accordingly
14 Content layout 0.556
15 Content illustration 0.667
16 Typography of
material
0.444 Accordingly
The table shows sixteen aspects assessed by practitioners, of which seven
showed results (> 0.5), namely the suitability of the title, suitability of the size,
accuracy of the material, suitability to the level of student development, unity, and
unity of ideas, content layout and content illustrations. These seven points do not
require revisions. Meanwhile, nine of them shows the results (<0.5) that are on the
language and vocabulary, the suitability of the material, the depth of material,
recency material, communicative, accuracy, presentation techniques, presentation
of learning, and typography of the materials, the need on these points.
39
B. Product Revision
Product revisions are based on suggestion obtained from practitioners is
related to things that need to be corrected, such as.
1. Validator 1 (Yawisah) states that the need to improve the writing or
typing section, typing the decapitated word and the need to add text
about the Arabic Country.
2. Validator 2 (Madkur) argues that the need for downsizing in the story
text, the main title font on the Coursebook is enlarged, and add
grammar or Nahwu corner.
3. Validator 3 (Irwansyah ) gives suggestions about adding Arabic
phrases.
All of the suggestion is good advice, but not all suggestions can be
applied. Except for technical issues, and about the addition of Grammar (Nahwu)
Corner, other aspects suggested by practitioners cannot be implemented.
C. Research Limitations
The research limitations, especially in the validity section, not all
suggestions obtained from practitioners can be accepted, because this research
only develops three product units. Developing 3 units still, occupy the first stage
product for Strata 1 (S1). Validation of products also has not been made by the
expert in the field of English language materials for Arabic.
40
CHAPTER V
CONCLUSIONS AND SUGGESTION
A. Conclusions of Products
Some conclusions about the English Learning materials for PBA are as
follows.
1. The product that is made by the needs of PBA students are
communicative, up to date and related to their major.
2. Kind of the product that students like is equipped with a list of new
vocabulary (vocabulary corner), length text around 150-200 words,
identifications certain information from the dialogue and monologue in
the terms of listening, writing sentences on patterns, and do tasks in the
groups.
3. The result of the internal validity of the developed the English Learning
Materials for PBA shows that seven aspects are appropriate such as the
suitability of the title, suitability of the size, accuracy of the material,
suitability to the level of student development, unity, and unity of ideas,
content layout, and content illustrations. Meanwhile, eight aspects
needed to revise such as the language and vocabulary, the suitability of
the material, the depth of material, recency material, communicative,
accuracy, presentation techniques, presentation of learning, and
typography of the materials.
41
B. Suggestions for Using Products
This product is developed for students of PBA. Here are suggestions for
using products.
1. This product can be required for students of PBA in the first semester at
Islamic college. Especially, in the context of learning English.
2. This product only for students of PBA in the context teaching and
learning process. However, it can be used as general knowledge for
another student.
3. This product is properly for PBA students because this product has been
assessed by three validators and has been revised
42
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APPENDICES
1. Surat Izin Pra-Survey ................................................................................ 47
2. Surat Balasan Pra-Survey ......................................................................... 48
3. Surat Bimbingan Skripsi ........................................................................... 49
4. Surat Tugas ............................................................................................... 50
5. Balasan Surat Tugas .................................................................................. 51
6. Teks Wawancara ....................................................................................... 52
7. Hasil Wawancara ...................................................................................... 53
8. Angket ....................................................................................................... 54
9. Surat Izin Validasi ..................................................................................... 57
10. Draft Produk Awal .................................................................................... 60
11. Hasil Validasi ............................................................................................ 88
12. Hasil Revisi ............................................................................................... 93
13. Dokumentasi ............................................................................................. 120
14. Curriculum Vitae ...................................................................................... 122
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DOCUMENTATIONS
Picture 1. Interview with an English lecturer
Picture 2. Distribution of Questionnaire On
PBA students
Picture 3. The Process of Product Validations
CURRICULUM VITAE
The name of writer is Ana Rosa Diana. She was
born in Sukasari, on August 18, 1997. She is the second
and the last born child of happy couple, Warso and
Kartini. She has one and only brother named Hendra.
She graduated from SDN 02 Sukasari, Tanjung
Raja, North Lampung on 2009. In 2012 she graduated
from SMPN 04 Tanjung Raja, North Lampung. Then,
she continued the study to SMAN 02 tanjung Raja,
North Lampung in 2015. In 2015 she entered IAIN Metro Lampung and preferred
S1 English Education Program.