needs analysis of elt materials for islamic education

NEEDS ANALYSIS OF ELT MATERIALS FOR ISLAMIC EDUCATION

DEPARTMENT STUDENTS AT UIN ALAUDDIN MAKASSAR

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan (S.Pd) of English Education Department

Tarbiyah and Teaching Science Faculty

Alauddin State Islamic University

of Makassar

By:

ANISA AURELIA

Reg Number: 20400117050

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2022

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PERNYATAAN KEASLIAN SKRIPSI

Mahasiswa yang bertanda tangan di bawah ini:

Nama : Anisa Aurelia

NIM : 20400117050

Tempat/Tgl.Lahir : Jakarta, 11 Mei 1999

Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris

Fakultas/Program : Tarbiyah dan Keguruan

Alamat : Jl. Raya Pendidikan Blok B5 No.3

Judul Skripsi : Needs Analysis of ELT Materials for

Islamic Education Department Students at

UIN Alauddin Makassar

Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini adalah

hasil karya sendiri. Jika kemudian hari terbukti bahwa ini merupakan duplikat,

tiruan, plagiat atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi

dan gelar yang diperoleh karenanya batal demi hukum.

Samata-Gowa, 7 April 2022 Penyusun,

Anisa Aurelia

NIM: 20400117050

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ACKNOWLEDGEMENTS

Alhamdulillahi Robbil Alamin Praise and gratitude to Allah subanahu

wata’ala, because he is the ruler of the universe who has bestowed all His

blessings so that the writer can complete this thesis. Greetings and shalawat are

always poured out to the Prophet Muhammad sallallaahu 'alaihi Wasallam, his

family, friends, and followers who are always consistent and istiqomah in

upholding his sunnah until the end of time.

During the writing of this thesis, the researcher would like to thank all

those who have helped in the writing, guidance, corrections, suggestions, advice,

and valuable support in completing this thesis. Without them, the writing of this

thesis would not have been possible. Therefore, the researcher would like to

express their deepest gratitude and appreciation to these parties, especially to their

beloved parents, namely A. Ahad Achmad and Rostiana Rumalutur, as parents

who have given birth, cared for, educated, and provide for researcher until now.

Hopefully sweat and hard work he is worth worshiping with Him. Amin Yaa

Robbal 'Alamin.

The researcher also would like to express the greatest thanks and

appreciation for

1. Prof. H. Hamdan Juhanis, M.A., Ph.D. as a Rector of State Islamic

University Alauddin Makassar and his vices.

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2. Dr. H. Marjuni, S.Ag., M.Pd.I. as the Dean of Tarbiyah and Teaching

Science Faculty of Alauddin State Islamic University of Makassar and his

vices.

3. Prof. Dra. Hj. St. Azisah, M.Ed. St., Ph.D., the Head of English

Education Department, and Dr. Sitti Nurpahmi, S.Pd., M.Pd., the

Secretary of English Education Department of Tarbiyah and Teaching

Science Faculty of Alauddin State Islamic University of Makassar.

4. The researcher’s Consultants, Dr. H. Abd. Muis Said, M. Ed., TESOL.

and Dr. Kaharuddin, S.Ip., M.Hum. thanks for giving the valuable time

and patience, advice, support during the assistance, and guidance in

completing this thesis.

5. Dr. Kamsinah, M.Pd.I. and Dr. H. Nur Asik, M.Hum. and Dr. Hj.

Mardiana, M.Hum. as the researcher’s Examiners who have guided me

during the writing of researcher’s thesis.

6. The lecturers and staff of Tarbiyah and Teaching Faculty of Alauddin

State Islamic University of Makassar contributed directly or indirectly

during lectures.

7. The Researcher sends big thanks to Islamic Education Department at UIN

Alauddin Makassar, espescially Head of Islamic Education Department,

and Secretary of Islamic Education Department because without they help,

the researcher cannot be finishing her research.

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8. The Researcher’s beloved aunts, Rini Novita Rumalutur, Wahdaniah,

A.Ma., Anisah Ahmad, S.Pd. who always supports her to conduct this

research.

9. The Researcher’s beloved brother and sister, Rezky Maulana Fajri and

Faradilla Anggraeni who always supports the researcher to conduct this

research.

10. The researcher family it cannot be mentioned one by one overall thank you

for the supports and prayers for her.

11. The researcher’s beloved friends of Gomawo; Arpina Hadi, S.Pd.,

Nurmalia, S.Pd., Ainul Mardhiyah, S.Pd., Munawara who always

supported and accompanied in every moment included in researcher’s

crisis time.

12. The researcher’s kind-hearted friends, Muhdariah, S.Pd., St. Hijrah

Khaerunnisa DM, S.Pd., Sri Widyastuti, S.Pd.

13. The researcher infinite thanks to her beloved friends in taekwondo;

Desmiyanti Nurbatari, S.Sos., Hasrida Nur, S.Pd., Nirwana

Sulaiman, S.Sos. who always support, care and understand about her.

14. The researcher’s classmate in English Education Department, PBI 3.4 in

Academic year 2017. It cannot be mentioned one by one overall thanks for

your friendship, togetherness, and supports.

The researcher realizes that the writing of this thesis is far from perfect,

the remaining errors are the writer’s own; therefore, constructive criticisms and

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suggestions were highly appreciated. May all our/efforts be blessed by Allah

SWT. Aamiin.

Samata-Gowa, 23 Maret 2022

Penulis

Anisa Aurelia

20400117050

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TABLE OF CONTENTS

PERNYATAAN KEASLIAN SKRIPSI .................................................. ii

PERSETUJUAN PEMBIMBING ........................................................... iii

PENGESAHAN SKRIPSI ........................................................................ iv

ACKNOWLEDGEMENTS ...................................................................... v

TABLE OF CONTENTS .......................................................................... ix

LIST OF TABELS .................................................................................... xi

LIST OF APPENDICES .......................................................................... xii

ABSTRACT ............................................................................................... xiii

CHAPTER I INTODUCTION ................................................................ 1

A. Background ............................................................................ 1

B. Research Questions ................................................................ 5

C. Research Objectives ............................................................... 6

D. Practical Significance ............................................................ 6

E. Scope Of The Research .......................................................... 7

CHAPTER II REVIEW OF RELATED LITERATURE ..................... 8

A. Some Previous Related Findings ........................................... 8

B. Some Partinent Ideas ............................................................. 10

1. Need`s Analysis In ELT ............................................... 10

2. Systematic Procedure Of Needs Analysis .................... 12

a. Making Basic Desicision .................................. 13

b. Gathering Information ...................................... 14

c. Using Information ............................................ 16

3. Conceptual Framework ................................................ 17

CHAPTER III RESEARCH METHOD ................................................. 19

A. Research Design and Location ........................................ …… 19

1. Research Design ........................................................... 19

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2. Research Location ........................................................ 20

B. Research Subject .................................................................... 20

C. Research Instrument .............................................................. 21

1. Questionnaire ................................................................ 22

2. Interview ....................................................................... 22

D. Procedures and Collection Data ............................................. 23

E. Data Analysis Techniques ..................................................... 24

1. Questionnaire Data Analysis ........................................ 24

2. Interview Data Analysis ............................................... 26

CHAPTER IV FINDINGS AND DISCUSSIONS ............................... 27

A. Findings ................................................................................. 27

B. Discussions ............................................................................ 57

CHAPTER V CONCLUSIONS AND SUGGESTIONS ........................ 61

A. Conclusions ............................................................................ 61

B. Suggestions ............................................................................ 61

BIBLIOGRAPHY ..................................................................................... 63

APPENDICES ........................................................................................... 65

CURRICULUM VITAE ........................................................................... 111

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LIST OF TABLES

TABLE 1: Proficiency Scores, Importance Scores, And Frequency Scores 15

TABLE 2: Categori Level ......................................................................... 25

TABLE 3: Types of Information ................................................................ 29

TABLE 4: Distribution of The Respondents By Genders .......................... 31

TABLE 5: Distribution of The Respondents By Age ................................ 31

TABLE 6: Level of The Importance of English In Islamic Education

Department .................................................................................................. 32

TABLE 7: The Purposes of Learning English Skill ................................... 34

TABLE 8: The Importance Level of English Component ........................ 36

TABLE 9: Students’ Perception of Their Level of English Proficiency ... 38

TABLE 10: Preceptions on the Most Preferred Topics To Learn ............ 40

TABLE 11: The Respondents’ Perceptions on Grammar Items for

Syllabus Design .......................................................................................... 42

TABLE 12: The Students’ Perceptions on Learning Problems In English

Course ........................................................................................................ 44

TABLE 13: Perceptions on The Students’ English Learning Styles ......... 46

TABLE 14: The Respondents’ Perceptions on the Students’ English

Learning Preferences .................................................................................. 47

TABLE 15: The Overal Needs Inventory From Linguistic Needs............. 52

TABLE 16: The Overal Needs Inventory From Learning Needs ............. 55

TABLE 17: The Overal Needs Inventory From Linguistic Needs and

Learning Needs .......................................................................................... 56

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LIST OF APPENDICES

APPENDIX 1: Questionnare for Students, Graduates, Lecturers ............. 66

APPENDIX 2: Interview Questionnare for Students, Graduates .............. 72

APPENDIX 3: The Result of Questionnares ........................................... 73

APPENDIX 4: The result of Interviews .................................................... 94

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ABSTRACT

Name : Anisa Aurelia

Reg. No. : 20400117050

Department : English Education Department

Faculty : Tarbiyah and Teaching Science

Title : Need Analysis of ELT Material for Islamic Education

Department Students at UIN Alauddin Makassar

Consultant I : Dr. H. Abd. Muis Said, M.Ed.TESOL.

Consultant II : Dr. Kaharuddin, S.Ip., M.Hum.

This research aims at finding out the needs of students for learning English

in the Islamic Education Department at UIN Alauddin Makassar and to find out

the goals and objectives that can be formulated from the needs. The research

design used by the researcher in this study was based on a descriptive method

with reference to a qualitative approach, the data was obtained from the needs of

students. This study involved 107 respondents consisted of 103 odd semester

students, 2 graduates, and 2 lecturers from Islamic Education Department at UIN

Alauddin Makassar. In data collection, the used instrument were questionnaire

and interviews. Data was collected by distributing questionnaires to participants to

identify the needs of students in Islamic Education Department and interview

guidelines to collect the additional data.

The findings revealed from this study indicate the types of Islamic

Education ELT material needs and the types of use of information for Islamic

Education Department ELT material needs. The first is the types of Islamic

Education ELT material needs which consisted of linguistic needs and learning

needs. Linguistic needs consisted of Learning abilities and learning priorities

while learning needs consist of learning problems and learning attitudes which

consisted of learning preferences and learning styles. The skills and components

required consist of first priority speaking, second priority reading, third priority

vocabulary, fourth priority listening, fifth priority writing, and sixth priority

grammar. Meanwhile, most of the problems that students had based on the

questionnaire consisted of psychological problems, interference problems, and

problems with limited linguistic resources. The second is the types of use of

information for the needs of Islamic Education Department ELT material. The

results of the data in this study are used to formulate goals and objectives. In

formulating goals, the researcher used the S.M.A.R.T method and in formulating

goals the researcher used the A.B.C.D method.

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CHAPTER I

INTRODUCTION

A. Background

Indonesia is a country that is famous for its various languages. As

information, presented by UNESCO (2003) where Indonesia is internationally

recognized as the largest multilingual population in the world after Papua Niugini.

Indonesian has four types of languages that are used for communication between

people in daily life, namely: regional languages, national languages, Indonesian

variants, and foreign languages. As it is known that the position of English in

Indonesia is as a foreign language whose status is one of the most important

languages, the most reason often put forward is that English is a global language

or an international language. The status of a language (English) can be said to be

global in part due to the number of people who used it. As Crystal (2003: 67-69)

points out, it is estimated that in 2,000 there are about 1,500 million English

speakers worldwide, consisting of about 329 million native language speakers

(mostly in inner circles or English-speaking countries), 430 million speakers

second language (outer country circle) and about 750 million speakers of English

as a foreign language in developing circle countries and of course, this number is

increasing significantly.

As an international language, English has a very important role, namely as

a communication tool, both spoken and written, English is not only a global

communication medium, it is also an academic necessity in the language aspect.In

the era of globalization, English is the language of instruction in various fields of

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science and technology that can have an impact in various fields of human life,

including education.

Education is the main means that must be managed because education is

included in a large investment for a person for his future and is part of the

determinants of success. It is contained in Qs. At-Taubah/9: 122

نهم طائفة ل يتفقهوا فلول نفر من كل فرقة م ين ولينذروا وما كان ٱلمؤمنون لينفروا كافة في ٱلد

قومهم إذا رجعوا إليهم لعلهم يحذرون

Terjemahnya:

Tidak sepatutnya bagi mukminin itu pergi semuanya (ke medan perang).

Mengapa tidak pergi dari tiap-tiap golongan di antara mereka beberapa

orang untuk memperdalam pengetahuan mereka tentang agama dan untuk

memberi peringatan kepada kaumnya apabila mereka telah kembali

kepadanya, supaya mereka itu dapat menjaga dirinya.

Tafsir pada Qs. At-Taubah/9: 122 ini disariatkan dari Tasfsir Ibnu Katsir,

The above verse has explained the importance of knowledge for human

survival. The existence of human knowledge was knowing what is right and what

is wrong, good or bad. About knowledge, it is known that knowledge is the

achievement of educational outcomes that have been systematically and

measurably arranged. It can be concluded that education is a conscious and

planned effort to develop the potential and personality that exists in a person using

learning, guidance, and training.

Therefore, English, which is a branch of education, has become one of the

main lessons for learners throughout the country, including Indonesia.

In addition, at the tertiary level, English is offered based on the Decree of

the Ministry of National Education No. 232/U/2000 on guidelines for college

curriculum and student learning assessment. In the higher education curriculum, it

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is stated that the basis for the implementation of the study program consists of a

core curriculum and an institutional curriculum. The existence of English in the

core curriculum is treated as a major competency where mastery of English is an

obligation, e.g. English that must be studied in English language study programs

to achieve graduate competence (SK Depdiknas No.045/U/2002, chapter 3,

paragraph 2). As a subject in the institutional curriculum, English is taught in non-

English courses (such as economics, law, and engineering) in all institutions

where the language is studied to support the core competencies of a particular

course of study. In the institutional curriculum, English is an elective competency

that must be mastered (National Education Law No.20/2003 paragraph 2 article

37). In addition, English is currently recognized as a foreign language which is

included as a compulsory subject in schools and universities with the aim of basic

communication and mastering 4 language skills (listening, reading, writing,

speaking).

At university, especially UIN Alauddin Makassar, English has been

officially taught as a compulsory course. Although English as a foreign language

has officially been taught as a compulsory course by all students at UIN Alauddin

Makassar, the fact is many students still cannot overcome the problem of low

English proficiency. Especially for Islamic Education Department.

So far, many studies have been carried out on the low English proficiency

of students in Indonesia. Kaharuddin (2018: 11) explains several factors that may

contribute to the problem of the low level of English proficiency faced by students

studying English in Indonesia. The first factor is the problem lies in the

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curriculum and syllabus. The second, the classroom situation in Indonesia is

generally still too crowded and noisy. The third factor is that there are still many

teachers who are still not proficient in English or still need more language

pedagogical training. The last factor is students are not motivated.

The English course is a component of the faculty that must be followed by

all students of the Tarbiyah and Teaching Faculty, especially students of the

Islamic Education Department. In this department, this course is held once a week

as many as 16 meetings in each semester. In semester one and semester two with

several students around 34-40 students in each class and a weight of 2 credits

which includes the provision of material tends to be more directed at the

discretion of the English teacher. This course aims to equip students with basic

English grammar skills, vocabulary, and to develop reading, listening, writing,

and communicating skills, especially those related to their major.

The syllabus of courses and teaching materials prepared by the Department

of Islamic Education Department is not well developed, the reason can be seen

from the purpose of the course which is designed only based on the perception of

the course designer and subjective personal beliefs rather than an objective

assessment of the situation and needs of students. In other words, the process of

formulating the goals and objectives of the program that is formulated or the

selection of types of material are not based on a needs analysis. This results in

syllabus designs that are designed to be ineffective, practical, and realistic to

enable students to succeed in academic and work environments.

Paradowski (2002) argues that a syllabus design must be based on a needs

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analysis, namely the techniques and procedures used to obtain information about

students and the situation and goals they want to learn a language. Therefore, a

well-designed course syllabus is an essential component of a successful language

program. Andi, K., & Arafah, B. (2017) assume that the first step of any

curriculum development, syllabus design, and material development must need

analysis, which is a set of techniques and procedures used to obtain information

about what students want and need to study in a language program. Regarding this

statement, Richards (2001) mentions that different types of students have different

language needs and what is taught should be limited to what they need. In

addition, Engelmann (1993) asserts that the curriculum applied by the teacher in

classroom interaction must be relevant to the needs of students.

It can be concluded that to determine what students need to achieve

through the medium of teaching English skills at UIN Alauddin Makassar,

especially Islamic Education Department, it is very important to conduct a need

analysis before designing the course syllabus.

B. Research Questions

Based on the previous background, the research questions of this study

should be formulated as follows:

1. What are the students’ needs in English language teaching for Islamic

Education Department at UIN Alauddin Makassar?

2. What goals and objective can be formulated from the needs?

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C. Research Objectives

Based on these research questions, the researcher formulated the

objectives of this study, namely:

1. To find the needs of students in learning English for Islamic Education

Department.

2. To find out the goals and objectives that can be formulated from the needs.

D. Practical Significance

The practical significance of this research is made up of three benefits. The

first is for students, the second is for lecturers, and the last is for further

researchers.

The first for students, this research is expected to provide information

about the content of the material that is relevant to the needs of students. Thus, it

can make it easier for students to learn English, be it vocabulary mastery,

pronunciation, or grammatical structure of English.

The second, for lecturers, the results of this study are expected to be a

choice of teaching materials for lecturers to know which material is more in line

with the needs and learning objectives of students.

The third, for future researchers, it is hoped that this research can be used

as a useful reference and have a positive impact for other researchers who are

researching the analysis of ELT material requirements.

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E. Research Scope

This study includes a number of students for English material at Islamic

Education Department. For this research, the focus is that needs analysis is the

process of collecting information which is categorized into 2, namely linguistic

needs and learning needs. Linguistics needs, namely information related to

linguistic needs such as grammar, vocabulary, pronunciation, topics, functions,

etc. Learning needs, namely information related to learning styles and learning

preferences to choose the right teaching method.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Some Previous Related Findings

Syamsul Rizal, M.Pd (2013) in his research entitled Need Analysis for

English Teaching Materials at IAIN Bengkulu through Students' Need Analysis.

The subjects of this study were students of the Department of Islamic Education

and PGMI, Faculty of Tarbiyah IAIN Bengkulu. This study used quantitative

descriptive research with the main data in the form of student responses to the

English teaching materials of IAIN Bengkulu obtained through a questionnaire.

The results of his research are the material, presentation, and linguistics of the

MKDU IAIN Bengkulu English textbook which is used as a handbook for

lecturers and students in the MKDU English course at IAIN Bengkulu.

Dyah Aju Hiermawati, SS, M.Pd.(2016). In her research entitled Need

Analysis of English Specific Purpose (ESP) for agro-industry management class

at Jember State Polytechnic. This research method is based on a descriptive

method concerning a qualitative approach. The object of this research is the

student of the Agroindustrial Management class of 2012/2013 Jember State

Polytechnic. The results of this study were used as a reference for future research,

namely syllabus planning, and material development or teaching materials for

ESP English.

Veri Hardinansyah Dja'far (2017). In his research entitled Needs Analysis

of English Teaching for PG-PAUD at Trunojoyo University, Madura. The object

of this research is the second-semester students of the 2016/2017 academic year

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ofthe PGPAUD Study Program, Trunojoyo University, Madura. This research

method is based on a descriptive method concerning a qualitative approach. The

results showed that (1) students' English mastery was still relatively low, (2) 50%

of students improved their oral communication or speaking skills (Speaking), and

30% of writing as the main priority in learning English for preparation for

applying for work, (3) during In learning English, students expect an increase in

their related skills both spoken and written.

Based on several related studies previous needs analysis is an important

thing and must be done for each subject and adapted to the needs of the students

concerned. In addition, it is related to research that researchers have the same

shortcomings in their research, where their research is only limited to primary

research or the initial stage in the development of the preparation of English

teaching materials. This means that their research is only limited to seeking data

on student needs analysis (students' needs analysis). Therefore, the research has

not been able to determine whether the teaching materials are effective or not to

be used.

From the shortcomings of the three journals, it was an advantage for the

findings of this study, that this research confirms the role of needs analysis as the

basis for developing teaching materials that produce, besides that there are

procedures for needs and new types of needs that are used in this study and are not

used from the journals above. The procedure in this research consists of three

basic systematic steps that must be included in a needs analysis, namely: Making

basic decisions in a needs analysis, Gathering information, and Using

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Information. Meanwhile, the types of needs from this research can be categorized

into two, namely: linguistic needs and learning needs. So it can be concluded that

this study can determine whether the teaching materials made are effective or not

for students of the PAI Department, Faculty of Tarbiyah UIN Alauddin Makassar.

B. Some Pertinent Ideas

In this section, the researcher explained the terms used in this study

theoretically. These terms include: Needs Analysis In ELT, Information Needed

In Needs Analysis, Systematic Procedure Of Needs Analysis

1. Needs Analysis in ELT

In the current language teaching perspective, the term needs tend to be

interpreted differently. According to Brown (1995: 35), needs analysis is an

integral part of systematic curriculum building which can serve as the basis for

stating goals and objectives, developing tests, materials, teaching activities, and

evaluation strategies. Therefore, he considers needs analysis as an activity carried

out to gather the information that was served as the basis for developing a

curriculum that was met the learning needs of a particular group of students within

the context of a particular institution that influences the learning and teaching

situations (Brown, 1995: 36). The information collected is related to students'

linguistic needs (grammar) and students' learning needs (learning preferences).

From these two information is compiled to identify the overall needs required for

the syllabus and course content. Information from the overall needs is then used to

formulate the aims and objectives of the course design.

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Further needs analysis which is seen as an integral part of the systems

approach to language program development is Richads (2001), he is of the

opinion that needs analysis is a procedure used to collect information about

learners’ needs as a basis for curriculum development which is carried out for

some different purposes ( Richards, 2001: 51) which is to find out what language

skills students need to perform certain roles, such as student, sales manager, tour

guide, etc., to help determine whether existing courses are sufficient to meet the

needs of prospective students, to determine students which of the groups most

require special training.

Need Analysis is determined by the reasons students learn English. The

reason for learning English at Islamic Education Department in providing material

tends to be more directed at the wisdom of the English teacher. So it is not

uncommon for the selection of materials for teaching materials to be more general

(General English), not by the field of science being studied. Therefore, this

research is not included in the ESP because they do not study English for the

profession but they study English, which is general English that is learned.

Based on the concept of the explanation above, the authors conclude that

Needs analysis is the first step in designing courses that provide validity and

relevance, but the findings of this study not only confirm the usefulness of needs

analysis to obtain information about students' linguistic needs and learning needs

used to develop materials. teaching, but the concept of “needs analysis” in the

setting of language program development, is also related to the identification of

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the needs of teaching institutions, graduate user institutions (eg companies,

business entities, banks, etc.) as well as the needs of society in a wider spectrum.

In addition, there are two categories related to needs analysis, namely linguistic

needs, and learning needs.

1. Linguistic needs refer to the collection of information related to the types

of language components, functions, and topics that are required to be

available in the syllabus design. These needs are identified through

students' learning abilities and learning priorities. Learning ability

provides information about students' entry-level in language areas such as

vocabulary, pronunciation, and grammar. This information can be used to

decide which language components are needed in the syllabus design. In

addition, learning priorities provide information about the most preferred

material in the syllabus design. This information is used in determining the

most appropriate topics for students to study.

2. Learning needs can be identified by analyzing learning problems and

student learning attitudes. Learning problems provide information about

problems faced by students in studying a subject. In addition, learning

attitudes provide information about how well students like learning in a

program.

2. Systematic Procedure of Needs Analysis

In this section, a discussion of the systematic procedure for carrying out

needs analysis was presented by a leading language teaching practitioner, namely

Brown (1995) in which the procedure was adopted in conducting a needs analysis.

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for this research. To carry out a needs analysis of a language development

program, Brown (1995: 36) proposes three basic systematic steps that must be

followed, namely: making basic decisions about needs analysis, gathering

information, and using information.

a. Making Basic Decisions In A Needs Analysis

In this first step, certain fundamental decisions in needs analysis need to

be made, namely by deciding who was involved in the needs analysis, what kind

of information should be required, and which point of view should be presented.

1. There are several categories of people involved in the needs analysis,

namely involving students (target group), lecturers (audience), and

graduates (source group) as participants in the needs analysis.

2. To decide the type of information needed for this investigation which was

identified in two categories namely linguistic needs and learning needs, the

first category is information related to linguistic needs, this refers to the

collection of information related to the types of language components,

functions, and topics required to be available in syllabus design. The

second category is information related to learning needs, this can be

identified by analyzing learning problems and student learning attitudes.

Learning problems provide information about problems faced by students

in studying a subject. In addition, learning attitudes provide information

about how well students like learning in a program.

3. After deciding what kind of information is needed in the needs analysis,

the next step is which point of view should be presented in the needs

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analysis. Related to this, there are three basic needs dichotomy, the first is

situational needs (which may have an impact on the program) vs. language

needs (student language competence, reasons for learning English). The

second is objective needs (about the situation, students, the language that

students finally get) vs subjective needs (referring to wants, and

expectations). Third is linguistic content (such as phonemes, morphemes,

grammatical structures, speech, functions, ideas, discourse markers, etc.)

vs. learning process (motivation in learning)

b. Gathering Information

The information collection step is where the data collection process takes

place. There are at least three important things that must be done in this step,

namely distributing questionnaires to needs analysis participants and precessing

data from questionnaires and other instruments needed for data collection to be

included in the needs inventory.

1. Distribute questionnaires to needs analysis participants.

In this section, the questionnaire used by the author contains questions

based on needs analysis. Introductory questions and questions adapted from the

type of question Rossett (1982) namely linguistic and learning needs are used to

assess all the needs of the target group. Question categories are:

(1) Linguistic needs (ability: student's level of proficiency, priority: which

language items are considered most important to learn);

(2) Learning needs (problems: weaknesses and learning difficulties), and attitudes:

participants' feelings towards program elements).

15

2. Conduct precession of data from questionnaires and other instruments.

The data collected from the introductory questions were used to indicate

the participant's situation (eg gender and age), and the perception of the

importance of the availability of English language learning for the Islamic

Education Department Study Program. In addition, the two types of information,

linguistic needs, and learning needs were analyzed into three categories identified

as “level of proficiency”, “level of importance” and “level of frequency”.

Proficiency scores, importance scores, and linguistic needs and learning needs

frequency scores were obtained by scoring each category from one to four as

shown below:

Scores Proficiency Level Importance Level Frequency Level

1 Poor Not important Hardly ever

2 Fair Less important Seldom

3 Good Important Often

4 Excellent Very important Always

3. Analysis of data to be included in the inventory of needs.

This section discusses that the entire data is then analyzed to determine the

inventory of the needs of the target group in language learning which is then used

as a basis for formulating the aims and objectives of learning and designing

English language teaching into one syllabus.

16

c. Using Information

The Needs Analysis process can generate a lot of valuable information for

setting goals and objectives in a curriculum or syllabus that can be used as a basis

for developing tests, materials, teaching activities, and evaluation strategies.

The term goals refer to the general statement that underlies the curriculum.

Mentioned by Graves (2000: 75) that "stating you're (goals) helps focus your

vision and priorities for the course". He further said that it was a general

statement, but not cryptic.

In addition, the term objectives are more specific than goals. Objectives

help course planning to assess the success or failure of a program. Richards

(2001:123) also explains that the objectives statement has the following

characteristics:

1. Objectives describe a learning outcome;

2. Objectives must be consistent with curriculum objectives

3. Goals must be precise and feasible.

17

C. Conceptual Framework

In the perspective of language teaching, the term needs tend to be

interpreted differently. According to Brown (1995: 35), needs analysis is an

integral (whole/perfect) part of the development of a systematic curriculum that

can be the basis for stating goals and objectives, developing tests, materials,

teaching activities, and evaluation strategies. Brown (1995: 36) proposes three

Learning Goals and

Objectives

Needs Inventory

Needs Analysis of ELT Material For Islamic

Education Department Students at UIN

Alauddin Makassar

Needs Analysis

Brown (1995)

Making Basic Decisions

In A Needs Analysis

Gathering information

Using information

NA

Participant

a. Students

b. Lectures

c. Graduates

Linguistics Needs :

a. Learning

Abilities

b. Learning

Priorities

Learning Needs:

a. Learning

Problems

b. Learning

Attitudes

Analyzing Students

Instrument

Information

Types :

a. Linguistics

Needs

(grammar)

b. Learning

Needs

(learning

preference)

Determining goals

and objectives

18

basic systematic steps to be followed, namely: making basic decisions about needs

analysis, gathering information, using information.

In the first, in making basic decisions about needs analysis, there are three

categories, namely Needs Analysis Participants, Information Types, and deciding

which point of view to take. In the second, in data collection, there are two

categories related to the need for analysis, namely linguistic needs and learning

needs Rossett (1982). Linguistic needs refer to the collection of information

related to the types of language components, functions, and topics that are needed

to be available in the syllabus design, while learning needs can be identified by

analyzing learning problems and student learning attitudes. Learning problems

provide information about problems faced by students in studying a subject. In

addition, learning attitudes provide information about how well students like

learning in a program. Furthermore, the two categories of data are analyzed. The

results of two categories from the decision in needs analysis and the analysis

results from gathering information are included in the needs inventory. In the third

step in using the information in this section, the author sets goals and objectives in

the syllabus, after that explains how to manage needs analysis from aspects of

making basic decisions about needs analysis and the process of gathering

information for future syllabus designs for future syllabus programs, a language

program that is reportable.

19

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design and Location

1. Research Design

The researcher was used descriptive methods concerning a qualitative

approach. This type of qualitative descriptive research is a research method in

which qualitative data was analyzed descriptively (describes events, phenomena,

or characteristics).

Descriptive research is a research method that tries to describe and

interpret objects as they are (Creswell, 2004). The approach in this study uses

qualitative methods. According to Moleong (2010:6), qualitative research is

research that intends to understand the phenomenon of what is experienced by

research subjects such as behavior, perception, motivation, action, etc.,

holistically, and by way of description in the form of words. and language, in a

special context that is natural and by utilizing various scientific methods. The data

can be collected qualitatively but is often analyzed quantitatively using frequency,

percentage, average, or other statistical analysis to determine relationships.

The reason the researcher chose the qualitative descriptive research design

is that the researcher wants to describe the situation that would be observed in the

field more specifically, transparently, and in-depth. This study tries to describe the

situation/event, that the data was collected descriptive to identify the internal and

20

external scope environment in Islamic Education Department. Thus, researcher

can find out the things related to the needs of Islamic Education Department

students in English language teaching materials in the department.

2. Research Location

This research was conducted at UIN Alauddin Makassar which is located

in Samata. The researcher chose UIN Alauddin Makassar as a location of research

because it can facilitate the researcher in collecting data.

B. Research Subject

The research subjects in the needs analysis refer to the people whose

information was collected, which are categorized into students (target group),

lecturers (audience), and graduates (source group) as participants in needs. This

research took place in the Islamic Education Department Study Program at UIN

Alauddin Makassar.

The population was selected purposively with the following distribution:

1. Students (target group): 104 students. Which were classified into four

groups namely 30 students who were taken in semester one (They were

taking English course one at that time), 28 students from semester three,

26 students from semester five, and 20 students from semester seven

(They had taken English course one semester). ) in previous academic

years. The population was selected using a random sampling technique,

this technique provides equal opportunities for members of the population

to be selected as research subjects (samples). The reason the researcher

21

uses this technique is that among the best and most representative

sampling techniques are random samples.

2. Lecturers (audience): 2 lecturers of English subjects who teach Islamic

Education students. The population was selected based on purposive

sampling. Purposive sampling is the selection of samples based on the

researcher's research which states that the selected sample is truly

representative. The reason the researcher used this selected is that the

lecturer as the research subject by using purposive sampling has special

characteristics that are by the research objectives. So, it is expected to be

able to answer the problems of the researcher.

3. Graduates (source group): 2 graduates were involved as respondents in this

study. They are all graduates of the Islamic Education Department study

program at UIN Alauddin Makassar. The population in this section was

selected with convenience sampling, the selected in the use of this sample

was due to the relatively small number of populations. In addition,

saturated sampling is very easy, practical, inexpensive, and does not

require time to collect sample data. Because one of the methods used to

obtain information quickly and easily is because the researcher directly

contacts the source concerned and are easy to find.

C. Research Instrument

To obtain data from the research subjects the researcher used two

instruments, namely a questionnaire and an interview.

22

1. Questionnaire

The questionnaire is a technique or method of collecting data indirectly

(researcher do not directly ask questions with respondents). A questionnaire

contains a series of written questions that are given to respondents to provide their

responses about a language program. The questions were divided into five main

sections, namely Background Information, Abilities, Problems, Priorities, and

Attitudes. Questionnaires are divided into two types, namely open questionnaires,

which means questionnaires containing questions or basic statements that can be

answered by respondents freely. While the closed questionnaire means that the

question or statement has an alternative answer that the respondent only needs to

choose using a cross or a checklist. The type of questionnaire used in this study is

a closed questionnaire. The selection of this type of questionnaire is due to

making it easier for respondents to answer the questionnaire given by the

researcher.

2. Interview

The interview is a method of collecting data used to obtain information

directly from the source. Interviews are divided into three types, namely:

a. Structured interviews are all interviews are based on a system or list of

pre-defined questions.

b. Semi-structured interview, the interview process that uses interview guides

derived from topic development and asking questions, its use is more

flexible than structured interviews.

23

c. Unstructured interviews, free interviews where the researcher does not use

interview guidelines that have been systematically and completely

arranged for data collection, the guidelines used are only in the form of

outlines of the problems to be asked.

The interview used in this study is a semi-structured interview. Researcher

use semi-structured interviews because they are more flexible, meaning that these

interviews are more independent than structured interviews. In addition, new

questions may arise because the answers given by the resource persons are more

open so that during the session, information mining can be carried out more

deeply.

D. Procedures and Collection Data

In this study, the data were taken in two forms, questionnaires, and

interviews. Data collection used these two instruments with online forms using

Google Forms and WhatsApp Chat because a government circular had been

issued regarding "Social Distancing" where everyone must stay at home and did

not go anywhere due to the spread of the Coronavirus (Covid-19). In addition, the

Circular of the Chancellor of UIN Alauddin Makassar also emphasizes the use of

online in every academic activity.

The data collection procedure is presented chronologically as follows:

1. Started when the researcher designed the questionnaire and interview

guidelines. For the questionnaires and interview guidelines to fit in this

study, the researcher validated the data to experts I and II.

24

2. Next, the researcher distributed questionnaires to the subject of the

Department of Islamic Education.

3. After the researcher collected data by distributing questionnaires, the

researcher analyzed the data and described the results as the conclusion of

this process, the data obtained became the inventory needs.

The procedure for collecting interview data is as follows;

1. The researcher made a list of questions related to the result of the

interview.

2. Researcher prepared cellphones as communication tools and record every

activity, ensuring the network was in a good connection.

3. Ensure the readiness of research subjects by confirming in advance via

WhatsApp chat.

4. Researcher contacted the subject via telephone or video call

5. Interviews were conducted for 15 minutes for each subject.

E. Data Analysis Techniques

The data analysis technique is a method in processing data into information. When

conducting research, we need to analyze the data so that the data is easy to

understand. Data analysis is also needed so that we get solutions to the research

problems that are being worked on. Data obtained through questionnaire data

analysis and interview data analysis can be seen as follows:

1. Questionnaire Data Analysis

The author uses a needs analysis questionnaire that contains questions.

Introductory questions and questions adapted from Rossett's (1982) question

25

types, namely linguistic needs, and learning needs, were used to assess all the

needs of the target group. Question categories are:

1. Introduction (personal information and perceptions about the need for

availability of English language learning);

2. Linguistic needs (ability: student's level of proficiency, priority: which

language items are considered most important to learn);

3. Learning needs (problems: weaknesses and learning difficulties, and

attitudes: participants' feelings towards program elements).

To find out the final score of various questions, it is done by finding the

average value of each question by calculating the total value of all aspects divided

by the number of questions or indicators given to respondents. Proficiency scores,

significance scores, and linguistic needs and learning needs frequency scores were

derived by giving each category a score from one to four as shown below.

Table 2. Category Level

Proficiency Level Importance Level Frequency Level Scores

Poor Not important Hardly ever 1

Fair Less important Seldom 2

Good Important Often 3

Excellent Very important Always 4

Adapted from Kaharuddin & Abd.Hakim. Syllabus Design for English Language

Teaching

The average score of respondents' perceptions is then explained with the

following scale:

Refers to 1-1.75

Refers to 1.76-2.50

26

Refers to 2.51 -3.25

Refers to 3.26 - 4.00

The researcher used the formulated below as a quantitative data technique:

X =∑ fx

∑ f

Explanation:

X : Mean score

∑ fx : Frequency

∑ f : Number of respondents

2. Interview Data Analysis

An interview is a form of collecting data from respondents which is most

often used in qualitative research. The researcher used interviews to find

additional data in learning English. In addition, the researcher gave questions to

the respondents based on the interview guidelines. After the researcher conducted

the interview, the researcher transcribed the data and analyzed it.

27

CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings

This section contains the results of research findings and their discussions.

The findings in this study are based on the results of data analysis. Data analysis

was used to obtain information about students' English needs. This study used two

instruments consisting of a questionnaire and an interview. Questionnaires are

intended to find out students' responses to a language program, while interviews

are to obtain in-depth information for students in learning English.

1. The Types of the Needs Islamic Education ELT Material

In this section, the researcher provided an explanation of several stages in

determining the types of needs needed to make teaching materials. To find out the

types of needs in teaching materials, three main stages are carried out, including

Making Basic Decisions, Gathering Information, Using Information.

a. Making Basic Decisions

In this first step, before designing the curriculum/syllabus, some basic

decisions in the needs analysis need to be compiled, namely: deciding who is

involved in the needs analysis, what types of information should be needed.

1) Deciding Who Was Involved in the Needs Analysis

There are several categories of people involved in the needs analysis,

namely involving students (target group), lecturers (audience), and graduates

(source group) as participants in the needs analysis. The population of this

28

category is 107 participants which were then selected purposively according to the

following distribution:

a) Students (target group): 104 students. Which were classified into four

groups namely 30 students who were taken in semester one (They were

taking English course one at that time), 28 students from semester three, 26

students from semester five, and 20 students from semester seven (They

had taken English course one semester) in previous academic years. The

population was selected using a random sampling technique, this technique

provides equal opportunities for members of the population to be selected

as research subjects (samples). The reason the researcher used this

technique is that among the best and most representative sampling

techniques, the sample is a random sample.

b) Lecturers (audience): 2 lecturers of English subjects who teach Islamic

Education Department students. In this section, the population was selected

based on purposive sampling, namely the selection of samples based on the

researcher's research which stated that the selected sample is truly

representative. The reason the researcher used this selection is that the

lecturer as the research subject by using purposive sampling had special

characteristics were so that it is expected to be able to answer the problems

of the researcher.

c) Graduates (source group): 2 graduates were involved as respondents in this

study. They were all graduates of the Islamic Education Department study

program at UIN Alauddin Makassar. The population in this section was

29

selected with a saturated sample, the selection in the use of this sample was

due to the relatively small number of populations. In addition, saturated

sampling was very easy, practical, inexpensive, and did not require time to

collect sample data. Because one of the methods used was to obtain

information quickly and easily because the researcher directly contact the

source concerned and was easy to find.

2) Types of Information

To decide the type of information needed for this investigation which was

identified in two categories namely linguistic needs and learning needs, the first

category was information related to linguistic needs, this refers to the collection of

information related to the types of language components, functions, and topics

needed to available in syllabus design. The second category was information

related to learning needs, this could be identified by analyzing learning problems

and student learning attitudes. Learning problems provided information about

problems faced by students in studying a subject. In addition, learning attitudes

provided information about how well students like learning in a program.

No Types of Information

1 A. Linguistic Needs

1) Learning Priority

2) Learning Ability

B. Learning Needs

1) Learning Problems

2) Learning Styles

2 Needs Inventory

3 Goals and Objectives

30

b. Gathering Information

In the information collection step, three important things must be done this

step, namely the distribution of questionnaires to needs analysis participants,

processing data from questionnaires and other instruments, and collecting data to

be included in the needs inventory.

1) Distribution of Questionnaires to Needs Analysis Participants

At this stage is the process of data collection. It was held from 18

November to 18 December and took place at the Islamic Education Department

Study Program at UIN Alauddin Makassar. The population was categorized from

students, teachers, and graduates then the population was selected purposively. To

obtain data from research subjects using two instruments, namely questionnaires

and interviews. Data collection using these two instruments with online forms

using Google Forms and WhatsApp Chat, WhatsApp Vidio Call. The total

number of questionnaires was eleven questions and six interview questions for

students and alumni, five interview questions for lecturers.

The stages of distributing the questionnaire: on November 18, the

researcher gave a research permit in the Islamic Education Department study

program and began distributing the questionnaire link on November 24, 2021, via

Whatsapp chat, Then students filled out the questionnaire via Google Form, the

questionnaires were distributed as many as 140 and who returned 107 because

what was needed was only 107 participants. Furthermore, for the stages of the

interview, namely: the interview was conducted online via Whatsapp Video Call.

First, the researcher personally asked for permission to interview respondents via

31

Whatsapp Chat and then conducted an interview session via Whatsapp Video

Call. The interview consisted of two sessions, namely the introduction session and

the core session of the interview itself, which consisted of six questions about

English courses in the Islamic Education Department study program. The number

of respondents for the interview stage was 10 participants including 6 students, 2

alumni, and 2 lecturers.

Table 1. Distribution of the Respondents by Genders

Respondents Male Female Total

F % F %

1. Students 30 29.1 73 70.8 103

2. Lecturers 1 50.0 1 50.0 2

3. Graduates 2 100 0 0 2

∑ 33 59.7 74 40.3 107

Source: Preliminary data processing

The table above shows that the total number of participants is 107

participants, consisting of students, graduates, and lecturers. The

participation of students amounted to 103 students consisting of, namely

73 women and 30 men. Then the participation of 2 lecturers is 1 female

and 1 male. Furthermore, the participation of alumni amounting to 2

alumni, both of whom are male. The results from the table above can be

seen that the number of female respondents was more than male, namely

74 female participants and 33 male participants.

Table 2. The Distribution of the Respondents by Age

Respondents 17-20 21-30 Total

F % F %

1. Students 80 77.7 23 22.3 103

2. Lecturers 0 0 2 100 2

3. Graduates 0 0 2 100 2

∑ 80 74.7 27 25.2 107

Source: Preliminary data processing

32

The data shown in Table 2 above reveals that the majority of respondents

in this study are aged between 17 to 20 years which has the highest

frequency (74.7%). Enging (2009:1035) said that those aged 18 and 20

years were slightly interested and quite excited to learn a foreign language.

This desire was motivated students to learn and understand English

lessons.

2) Processing Data From Questionnaires

In the questionnaire there were three important points, namely, the first

was basic data of respondents, the second was the preliminary questions, the third

was the core questions. At this stage, the discussion included preliminary

questions and core questions, while the basic data for respondents had been

explained in the Making Basic Decisions section.

a) Preliminary Questions

In this section, each question contains the initial parts that need to be known such

as:

(1) Perception of the Need for Availability of English Courses at the Islamic

Education Department

Respondents' perceptions of the availability of English courses in the

Islamic Education Department. This information can be seen in the following

table:

Table 3. Level of the Importance of English in Islamic Education Department

Respondents Level of importance N Total

Not

Imp.

Less

Imp.

Imp. Very

Imp.

1. Students

2. Graduate

3. Lecturer

0

0

0

2

0

0

47

0

0

54

2

2

103

2

2

3.50

4.00

4.00

∑ 0 2 47 58 107 3.83

Source: Preliminary data processing

33

The information about the importance of English in the Islamic Education

Department Study Program presented in table 3 shows that the majority of

respondents (58 out of 107) chose 'very important to describe the

importance of English subjects given to the Islamic Education Department

study program and the total score the average is 3.83, which means that

English subjects are at a very important level.

It seems that the respondents are aware of the need for English subject

matter for a reason (student perspective). The reason is that students

consider the teaching materials available in English subjects as a means

where they can practice and improve their English skills as shown by the

following students in interviews:

R 2 :

“Previously I just emphasized that English courses have not been studied

since the new curriculum this year 2021, but we 2021 students receive

English lessons from the PIBA program. The material that we get in the

PIBA program helps us to improve our English skills because the material

presented encourages us to be able to understand the material presented.”

(Interview, 31 December 2021)

The same statement was also found in interviews made by other student

subjects who stated that:

R 6 :

“English is not very important if it relates to our majors, which are

basically more about Arabic, but it is different for me that English is very

important. Because it can be seen that English is a global language that

every country must already understand English, therefore the existence of

English learning courses helps me in improving my English skills, and it

cannot be denied that if one day I being a teacher in a school that has

basically used of English, I can apply it.” (Interview, 29 December 2021)

The data presented in Table 1 reveals that English subjects are very

important for students in the Islamic Education Department study

program. The level of importance was chosen for the reason that English

subjects are a means of helping students to improve their English skills.

(2) Perceptions about the objectives of learning English language skills

This section discusses the objectives of learning English. That the purpose

of learning English refers to what students want to do with their English language

skills in the future. Students generally believe that having English language skills

can help them achieve certain goals. The objectives of learning English in Islamic

Education Department study programs can be described in the following table:

34

Table 4. The Purposes of Learning English Skills

Respondents English Component

Average

Students Graduate Lecturer

1. For Future Career 3.58 4.00 3.50 3.69

2. To Continuing Study 3.35 4.00 3.50 3.62

3. Great Opportunities in

Various Jobs

3.33

4.00

3.50

3.61

4. Easy to Get along &

Adapt in New

Environment

3.21

3.00

3.50

3.24

5. To get more information

and experience

3.41

3.50

3.50

3.47

6. To improve English skills 3.52

4.00

4.00 3.84

0-1.50 = not important 2.51-3.50 = important

1.50-2.50 = less important 3.51-4.00 = very important

Source: Preliminary data processing

Based on the results in table 4, there are four main objectives of learning

English for the participants, namely to improve English language skills

(3.84), for future careers (3.69), to continue studies (3.62), have

opportunities in various fields. work (3.61). The four objectives are

recognized as very important according to the importance level score.

The fact that many of the respondents learn English is to help them

improve their English skills. Because learning English in the present and

future era is very necessary as a medium to communicate with one

another. As one student stated in the interview:

R 1 :

“I studied English at Islamic Education Department which studied Arabic

more than English, but I was very interested when there were English

subjects in the PIBA program. I think my goal is to learn English so that I

can improve my English skills, and in the current era English is very

necessary because it is a global language besides English as a medium to

communicate with outsiders.” (Interview, 29 December 2021)

Another very important goal of learning English is for a future career

(3.69), to continue studies (3.62), in various jobs (3.61). According to the

graduate's perspective, for them learning English is certainly aimed at the

future (for example, a career, continuing their studies, even as a job

35

opportunity). This is related to the statement of one of the graduates in the

interview:

G 2:

“In my opinion, English language skills are needed for my career, as I

know and maybe many people also know. When we want to register

ourselves in a private or public company, they conduct an interview

session using English. I found out through my friend firsthand when he

applied for a job at a private company. Apart from working in the world of

work, when we want to continue our studies in private universities, many

people used English as their language of instruction. That's why learning

English is very important to me.” (Interview, December 29, 2021)

L 1:

I think learning English in all majors is very important because we have a

plus when we have the ability to speak. Especially in the department of

Islamic religious education, I think it is very important because the

standards of UIN students are required to be able to communicate in

foreign languages including English and Arabic and for schools such as

private or public, they are required to use a foreign language or English.

In Makassar, there are already several schools, especially Islamic

international schools, maybe in the future students from the Islamic

religious education department can teach at these schools, they are not

surprised by learning two languages.

From the statement above, it shows that many students from amic

Education Department study programs are trying to improve their English

skills because English language skills are very important to use in the

future. Therefore, this information must be taken into account by lecturers

who teach English in developing teaching materials that allow them to

practice their skills in English subjects and facilitate the student learning

process.

b) Core Questions

This section questions are divided into two types of information, namely

linguistic needs, and learning needs

(1) Linguistic Needs

In this section linguistic needs refer to gathering information related to the

identification of components of English, topics for learning, and important

grammatical items to provide in designing syllabus and developing teaching

36

materials, but also for identifying the level of proficiency of students in the areas

of English components. These needs are identified based on the perceptions of

students, lecturers, and graduates of English Education study programs. The

process of gathering information is described as follows:

1.1 Perception of Required Components in English

The discussion in this section examines the importance of providing

English components starting from reading, writing, grammar, vocabulary,

listening, speaking which are mentioned based on the results of respondents'

perceptions in the design of the English language course one. This information

can be seen in the following table:

Table 5. The Importance Level of English Component

Respondents English Component

Reading Writing Grammar Vocabulary Listening Speaking

1. Students

2. Graduate

3. Lecturer

3.44

3.50

4.00

3.33

2.50

4.00

3.29

2.50

3.00

3.41

2.50

4.00

3.40

2.50

4.00

3.58

4.00

4.00

∑ 3.65 3.28 2.93 3,30 3,30 3,86

0-1.50 = not important 2.51-3.50 = important

1.50-2.50 = less important 3.51-4.00 = very important

Source: Preliminary data processing

Based on the results in table 5, it shows that the average value of learning

grammar reaches 2.93 which means 'important', learning writing with an

average of 3.28 which means 'important', learning listening and vocabulary

reaches the same average 3,30 which means 'important', and most of the

respondents think, learning to speak and reading in English courses are at a

very important level where learning speaking reaches the highest average

of 3.86, followed by learning to read which reaches an average of i.e. 3.65

This fact shows that for the respondents, learning to speak is a very

important part of learning English. Most consider speaking as the basis for

someone to be able to speak English. Because when someone is interacting

with other people, of course, they must be able to speak. As one student

stated in the interview:

37

R 5:

“In my personal opinion, all components in English are related to one

another. However, speaking lessons are very important in the English

component because English is a language where we learn to practice it

directly, not with theory. For example: when we meet someone whose

mother tongue is English, we can easily understand when interacting with

him. That's why learning speaking is very important in the English

component. (Interview, 31 December 2021)”

From this statement, we can know that speaking is one of the important

components in learning English. It makes sense when many respondents

believe that speaking is very important because when learning English, the

most important thing is hands-on practice, not a theory like other subjects,

therefore the more they speak English, the more they was trained in their

pronunciation in English. So they can easily understand when interacting

with other people.

Besides Speaking, most of the respondents think that Reading is very

important to learn in English subjects with an average score of 3.65.

While most of the respondents chose reading as very important to learn,

the fact is that the ability to read is an important tool for success in

academics. For example, when someone is reading and comes across

vocabulary that they may not have known before. This vocabulary can be

used to apply active skills such as speaking and writing, that's why reading

skills are very important because they can update one's skills. This

statement is related to one of the students' opinions conveyed in the

interview:

R 6:

“In my opinion, reading is very important because in the Islamic

Education Department study program we very often get reading material

and among reading materials from international sources, because English

is an international language, I am very interested in learning English,

especially for reading skills. And from reading can also help us increase

our vocabulary skills.” (Interview, 29 December 2021)

In the statement above, we can see that reading is one of the most

important components in English that can improve one's acting skills, such

as speaking and writing. In addition, it is a fact that reading skills are an

important tool for academ ic success and can also increase students'

vocabulary skills.

1.2 Perceptions of Students' Level of English Proficiency

In this section, proficiency in the six component areas of English is very

influential in choosing the syllabus and course content. The proficiency level of

38

all components of English identified was at the "good" level but at the lowest

grammar component, then the speaking component. This means that these

components must be prioritized in teaching materials. To reveal information about

the components of English which are mostly considered as difficulties or

problems, the authors of this study analyzed the data provided by 103 students as

presented in the following table:

Table 6. Students' Perception of Their Level of English proficiency

Respondents

English Component

Reading Writing Grammar Vocabular

y

Listening Speaking

F % F % F % F % F % F %

1. Poor

2. Fair

3. Good

4. Excellent

6

55

29

13

5.8

53.3

28.1

12.6

15

50

25

13

14.5

48.5

23.8

12.6

32

38

21

12

31

36.8

20.3

11.6

14

56

23

10

13.5

54.3

22.3

9.7

16

56

21

10

15.5

54.3

20.3

9.7

26

42

22

13

25.2

40.7

21.3

12.6

Average 2.48 2.35 2.13 2.28 2.24 2.21

0-1.50 = poor 2.51-3.50 = good

1.50-2.50 = fair 3.51-4.00 = excellent

Source: Preliminary data processing

Table 6 clearly shows that the level of students' English proficiency needs

to be improved because, among the component levels of English, the

average level ranges from 2.13 to 2.48, which means that all component

levels are at the "enough" level. Even though it is at the "enough" level, it

is a fact that students of the Islamic Education Department study program

study programs need to improve their English. At the level of mastery of

grammar students are 2.13 (enough), speaking 2.21 (enough), listening

2.24 (enough), vocabulary 2.28 (enough), writing 2.35 (enough), reading

2.48 (enough).

It can be seen that the level of the grammar component is at the lowest

average value of 2.13. According to students, grammar is the most difficult

component of English to understand, so many students are not interested in

learning grammar in English subjects. As one student stated in the

interview

39

R 1:

“Among the components of the English language, in my opinion, grammar

is a component that is very difficult to understand because there are many

formulas that are difficult to distinguish, besides that, in terms of used, it is

also very difficult to determine. Maybe this is also one of the reasons why

someone is lazy to learn English because they think when someone speaks

English they must understand the formulas in the grammar” (Interview, 31

December 2021)

It can be said that the above statement is a fact for some students, but it

cannot be interpreted as an attempt to completely ignore grammar in

English courses because every component of the English language is

closely related to one another. But this statement can be a good input for

syllabus designers or lecturers to prioritize other components (reading,

writing, listening, vocabulary, speaking) in teaching English and

strengthening grammar rules.

1.3 Perceptions of Learning Topics

It has been revealed that the content of the syllabus design was used

reading, writing, grammar, vocabulary, listening, speaking. To find out what

learning topics are most appropriate for students to study to make them used

English fluently and accurately, we have to go further. Therefore, the discussion

in this section presents information about various real-life topics that have been

selected by participants to be the most preferred material in the design of the

English course syllabus. This can be exemplified in the following table:

40

Table 9. Perceptions on the Most Preferred Topics to Learn

Suggested Topics

Respondent Average

Student Graduate Lecturer

1. Scope of islamic education 3.22 3.50 3.50 3.41

2. Uses of islamic education 3.29 3.50 3.50 3.43

3. Islamic education goals 3.35 3.00 3.50 3.28

4. Education in the perspective of

islamic education

3.25 3.50 3.50 3.42

5. Types of educators 3.22 3.00 3.00 3.07

6. Educator requirements 3.18 3.00 3.00 3.06

7. The concept of islam in the

fitrah of the family

3.30 4.00 3.50 3.60

8. Environment lifelong

education

3.32 3.50 3.00 3.27

9. Politeness of students in islam 3.20 2.50 4.00 3.23

10. Students in tasawuf 3.21 2.50 3.00 2.90

11. Tools in islamic education 3.26 3.50 3.50 3.42

12. Islamic education curriculum 3.29 3.50 3.50 3.43

13. Approaches and methods of

islamic education

3.25 3.50 3.50 3.42

14. Responsibility in islamic

education institutions

3.23 4.00 3.50 3.58

0-1.50 = not important 2.51-3.50 = important

1. 1.50-2.50 = less important 3.51-4.00 = very important

Source: Preliminary data processing

Based on the results in table 9 above, shows that respondents' perceptions

of the topics suggested in the English course range from 2.90 to 3.60,

which means important to very important. However, the perception is

slightly different for each group of participants. From the student's point of

view, all suggested topics range from 3.18 to 3.32 which means that all

topics are important. Furthermore, from the graduate's point of view, two

topics are identified as very important, namely "Islamic Concepts in the

Fitrah of the Family Environment (4.00)" and "Responsibility in Islamic

Education Institutions (4.00)". Meanwhile, for the lecturer's perception,

there is only one topic that is identified as very important to learn in the

English course, namely "Student Politeness in Islam (4.00)"

1.4 Perception of Grammatical Items

In addition to the English topics that have been chosen above, students

also need grammar. For students, grammar in English subjects is considered not

41

too important, but it can be a barrier for students' fluency. Meanwhile, the lecturer

cannot completely remove this from the English course. It is very important to

make students realize that they need grammar to speak effectively. Based on the

participant's perception, grammar is important to learn in an English course but

not as a priority. In gathering information about the preferred grammar items to be

studied in English course one, there are only two important steps that need to be

done, namely:

Step One: several grammatical items adapted from the scope and sequence of

Brownian grammar (2001: 104) for the initial level of teaching are suggested to be

selected.

Step Two: the selected grammar items are ordered based on the average score

achieved by the participants according to the level of importance and time

allocation for the English one course.

The results of the selection of participants can be seen in the following table:

42

10. The Respondents' Perceptions on Grammar Items for Syllabus Design

Suggested Grammar Items

Respondent

Average Student Graduate Lecturer

1. Subject pronouns 3.26 3.50 4.00 3.59

2. Object pronouns 3.28 3.50 4.00 3.59

3. WH questions 3.27 4.00 4.00 3.76

4. Reflexive pronouns 3.20 3.00 3.50 3.23

5. Simple present 3.27 3.50 4.00 3.59

6. Present continuous 3.24 3.50 4.00 3.58

7. Used-to 3.25 3.50 3.50 3.42

8. Simple past vs present perfect 3.25 3.50 4.00 3.58

9. - ed and -ing adjectives. 3.31 3.50 4.00 3.60

10. Degree of comparison 3.17 3.00 3.50 3.22

11. Articles 3.27 3.50 4.00 3.59

12. Simple Past & Past Perfect 3.23 3.50 4.00 3.58

13. Reported speech 3.21 3.00 3.50 3.24

14. Future intentions 3.26 3.50 4.00 3.59

15. Direct and indirect questions 3.24 3.50 3.50 3.41

16. Wish, Hope.. 3.20 3.00 3.50 3.23

0-1.50 = not important 2.51-3.50 = important

1.50-2.50 = less important 3.51-4.00 = very important

Source: Preliminary data processing

The results of the data in table 10 show that the suggested grammatical

items are mostly considered important for the respondents. However, each

group of participants had a slightly different perception. From the student's

point of view, all suggested grammar items range from 3.17 to 3.28, which

means that all items are important and no grammar items are categorized

as very important. Furthermore, from the graduate's point of view, one

grammar item was identified as very important, namely "WH Questions

(4.00)". Meanwhile, for lecturers' perceptions, most of the grammar items

are at the "very important" level, namely "Subject pronouns (4.00)",

"Object pronouns (4.00)", "WH questions (4.00)", "Simple present (4.00)”,

“Present continuous (4.00)”, “Simple past vs. present perfect (4.00)”, “-ed

and -ing adjectives. (4.00)”, “Articles (4.00)”, “Simple Past & Past Perfect

(4.00)”, “Reported speech (4.00)”, “Future intentions (4.00)”. However, on

closer inspection, there is a ranking of suggested grammar items according

to the average score achievement, there are most of the grammar items at a

very important level, namely the first highest-level “WH questions (3,76)”,

second “- ed and -ing adjectives (3.60)”, thirdly there are five items with

the same value “Subject pronouns, Object pronouns, Simple present,

Articles, Future intentions (3.59)”, and finally there are three same values

43

“Present continuous, Simple past vs present perfect, Simple Past & Past

Perfect (3,58).

(2) Learning Needs

After identifying information about linguistic needs, then identifying the

second type of information about student learning needs. Learning needs refer to

students' learning patterns and styles or learning preferences which are described

by identifying learning problems and student learning attitudes. These two types

of information can provide an idea of how students should study well which in

turn can help lecturers to provide the most appropriate teaching methods,

strategies in teaching to students so that in the end students can achieve better

learning outcomes. The process of gathering information is described as follows:

1.1 Perceptions of Student Learning Problems

In this section, learning problems can be seen as difficulties that arise from

learning English. The goal is to identify students' learning needs to be based on

their learning problems and for future classroom adjustments. There are two ways

to identify learning problems that may arise in learning English, namely firstly

asking participants to provide their responses to a series of questions about the

problems encountered in learning English and secondly identifying student

learning problems based on these responses. Information about student learning

problems in English courses can be identified as shown in Table 11.

44

Table 11. The Students’ Perceptions on Learning Problems in English Course

Learning Problems in English Course

Level of frequency

Average 1 2 3 4

1. Difficult to remember words 1 11 69 22 3.09

2. Different pronunciation from

writing

2 12 57 32 3.16

3. Sounds the same but turns out

the words are different

0 12 59 32 3.19

4. Unable to distinguish nouns

from verbs or other words

6 24 53 20 2.84

5. Can speak fluently but can't

write

1 19 67 16 2.95

6. The same words but have

different meanings

1 11 59 32 3.18

7. Confused pronunciation of the

letters in each word

1 15 61 26 3.09

8. Can't read pronunciation

symbols in advance dictionaries

3 7 62 31 3.17

9. Difficulty in using irregular

verbs

2 11 55 35 3.19

10. Irregular change from singular

to plural

2 9 57 35 3.21

11. English sounds that are difficult

to pronounce

3 13 65 22 3.03

12. Difficult to memorize tension 2 20 50 31 3.07

13. Fear of making mistakes when

speaking English

1 8 55 39 3.28

0-1.50 = hardly ever (1) 2.51-3.50 = often (3)

1.50-2.50 = seldom (2) 3.51-4.00 = always (4)

Source: Preliminary data processing

Table 11 shows that students' perceptions of problems in English courses

range from 2.84 to 3.28, which means that their learning problems are at

the "often" level. There are three learning problems when they learn

English, namely:

1. Psychological problems such as Fear of making mistakes when

speaking English. (3.28)

2. Interference problems such as Confused pronunciation of the letters in

each word (3.09)

3. Problems with limited linguistic sources: Difficult to remember words

(3.09), Different pronunciation from writing (3.16), Sounds the same

but turns out the words are different (3.19), Unable to distinguish

nouns from verbs or other words (2.84), Can speak fluently but can't

write (2.95), The same words but have different meanings (3.18), Can't

45

read pronunciation symbols in advance dictionaries (3.17), Difficulty

in using irregular verbs (3,19), Irregular change from singular to plural,

English sounds that are difficult to pronounce (3.21), Difficult to

memorize tense (3.07).

Learning problems faced by students are at the "often" frequency level

because the average value of all problems ranges from 2.84 to 3.28,

which means their learning problems are at the "often" level when

students learn English. This shows the importance for lecturers or

course designers to help students reduce the effects of these problems

and maximize their learning to speak English by choosing the most

appropriate approaches, methods, and strategies in teaching as possible

solutions to overcome these problems.

1.2 Student Learning Styles

This section discusses student learning styles. In this discussion, it is

necessary to first look at the types of learning styles that are generally owned by

students according to Willing (1988) and then summarized by Nunan (1991: 170)

with reference to the types of activities that students like.

Type 1: Concrete Learner

These learners tend to like games, pictures, movies, videos, using

cassettes, speaking in pairs, and practicing English outside the classroom.

Type 2: Analytical Learner

These learners like to study grammar, study English books and read

newspapers, study on their own, find their own mistakes, and work on

problems given by the teacher.

Type 3: Communicative Learner

These students like to learn by watching, listening to native speakers,

talking to friends in English and watching television in English, using

English outside of class in shops, trains, etc., learning new words by

listening. them, and learn through conversation.

Type 4: Teacher Oriented Learner These learners prefer the teacher to explain everything, such as having

their own textbook, writing everything in a notebook, learning grammar,

learning by reading, and learning new words by looking at them.

Discussion of student learning styles based on the results of data analysis

can be seen in the following table.

46

Table 12. Perceptions on the Students' English Learning Styles

English Learning Preferences

Respondent

Average Student Graduate Lecturer

1. Games 3.17 2.50 4.00 3.22

2. Pictures 2.94 2.00 3.00 2.65

3. Film and video 3.24 2.50 4.00 3.25

4. Taking in pairs 2.62 2.00 4.00 2.87

5. Role play 2.63 2.50 4.00 3.04

6. Studying alone 2.99 1.50 2.50 2.33

7. Doing tasks 3.17 2.00 3.50 2.89

8. Small group 2.91 2.50 3.50 2.97

9. Large group 2.92 2.50 3.00 2.81

10. Talk to friends in English 2.74 2.50 4.00 3.08

0-1.50 = not important 2.51-3.50 = important

1.50-2.50 = less important 3.51-4.00 = very important

Source: Preliminary data processing

Based on the results of table 12 that most of the learning methods chosen

by respondents are at the "important" level. “Films and videos” is the most

preferred way of learning English. This category is in the highest average

score among the others, namely 3.25 which means it is at the "important"

level. Other learning preferences from learning English which is also

categorized at the "important" level are:

1. Games (3.22)

2. Talk to friends in English (3.08)

3. Roleplay (3.04)

4. Small group (2.97)

5. Doing tasks (2.89)

6. Large group (2.81)

7. Pictures (2.65)

Based on the findings above, if it is associated with the types of learning

styles that are known, this illustrates that students can be categorized as

concrete and communicative learners. The selection of these categories is

based on the respondents' favorite activities in learning English and the

distinctive characteristics of the four learning styles.

From what has been explained above, when designing syllabus and

teaching materials for English courses, lecturers and course designers

should base on the principles that underline the findings above (such as

learning through pictures, films, and videos) considering integration with

discussions. small groups, pair work, games, role play to maximize

students' speaking with friends in English. Making efforts to accommodate

learning styles to choose the appropriate teaching style, methodology, and

47

course organization can result in increased satisfaction and achievement

for learners (Willing, 1988: 1).

1.3 Student Learning Preferences

The discussion on students' learning preferences is explored by presenting

participants' perceptions (students, lecturers, and graduates) about how students

should learn about components in English as shown in the table below.

Table 13. The Respondents' Perceptions on the Students' English Learning

Preferences

English Learning Preferences

Respondent

Average Student Graduate Lecturer

1. Grammar Translation

Method

3.15 4.00 2.50 3.22

2. Direct Method 2.90 4.00 3.50 3.47

3. Reading Method 3.26 4.00 3.00 3.42

4. The Audio-Lingual

Method

3.10 3.50 3.50 3.37

5. The Silent Way 2.79 2.50 2.50 2.60

6. Sugestopedia 2.73 3.50 3.00 3.08

7. Community Language

Learning

2.88 3.50 4.00 3.46

8. The Total Physical

Response Method

2.79 3.50 3.50 3.26

9. The Communicative

Approach

2.88 4.00 3.50 3.46

0-1.50 = not important 2.51-3.50 = important

1.50-2.50 = less important 3.51-4.00 = very important

Source: Preliminary data processing

Table 13 above shows that there are nine possible ways of learning

English that were given to participants to give their perception of which of

the nine ways the students liked the most. From the students' point of

view, the nine ways of learning English have a level that ranges from an

average of 2.73 to 3.26 which means that it is at the "important" level.

Meanwhile, from the perspective of graduates, there are four methods

identified as being at the “very important” level, namely the Grammar

Translation Method, Direct Method, Reading Method, and The

Communicative Approach. This fact is evidenced by the achievement of

the fourth average score of 4.00 which means "very important".

Furthermore, the perception of the lecturers, there is only one way that has

48

been identified, namely Community Language Learning which reaches an

average score of 4.00 or "very important".

The fact that can be seen from the statement above is that we can

determine students' preferences in learning English. Based on the average

score that is categorized as very important from all participants, students

must learn English through:

1. Grammar Translation Method (4.00 = very important)

2. Direct Method (4.00 = very important)

3. Reading Method (4..00 = very important)

4. Community Language Learning (4.00 = very important)

5. The Communicative Approach (4.00 = very important)

The methods listed must be taken into account to be chosen as a strategy in

teaching English for the English course which must be clearly explained in

the subject course design.

3) Collecting Data to be Included in the Needs Inventory

This section discusses the overall data which is then analyzed to determine

the inventory of the needs of the target group in language learning which is then

used as a basis for formulating the aims and objectives of learning. These

objectives were used as the basis for designing the syllabus for English courses at

the next stage, namely development. The first to be discussed in this section is all

inventory needs identified in the previous step.

a) Needs Inventory from the Linguistics Needs

This section is done by analyzing students' learning abilities and students'

learning priorities. The results of the analysis were used to prioritize the required

components of the English language and choose the appropriate teaching

materials in designing the syllabus for English courses.

49

(1) Learning Abilities

Learning ability is measured based on the results of the analysis of

students' proficiency levels in six components of English, namely reading,

writing, vocabulary, listening speaking, grammar. The results of the analysis show

that the student's proficiency level of all components of English is at the

“moderate” level as shown in the following average score achievement.

1. Reading (skor rata-rata 2.48 = fair )

2. Writing (skor rata-rata 2.35 = fair )

3. Vocabulary (skor rata-rata 2.25 = fair )

4. Listening (skor rata-rata 2.24 = fair )

5. Speaking (skor rata-rata 2.21 = fair )

6. Grammar (skor rata-rata 2.13 = fair )

(2) Learning Priorities

In determining learning priorities, it is done by analyzing respondents'

perceptions about the importance of providing English components, namely

speaking, reading, listening, writing, grammar vocabulary. The results of the

analysis can be seen as follows:

1. Speaking ( the average score 3.86 = very important )

2. Reading ( the average score 3.65 = very important )

3. Vocabulary (the average score 3.30 = important )

4. Listening (the average score 3.30 = important )

5. Writing (the average score 3.28 = important )

6. Grammar (the average score 2.93 = important )

50

The results of the findings above illustrate that the syllabus designer needs

to give first priority to speaking, second to reading, third to vocabulary, fourth to

listening, fifth to writing, and lastly to grammar.

2.1 The Needs for Learning Speaking and Reading

Speaking and reading are items of English language skills that have been

prioritized to be studied. Of the two items, almost all respondents thought it was

"very important" to learn English by enriching students' speaking and reading

skills from real-life topics. Fourteen real-life topics were given to respondents to

choose from, then twelve topics were selected based on an analysis of

respondents' perceptions according to their level of importance as follows:

1. The concept of Islam in the fitnah of the family (3.60=very important)

2. Responsibility in Islamic education institutions (3.58=very important)

3. Uses of Islamic education (3.43 = important)

4. Islamic education curriculum (3.43 = important)

5. Tools in Islamic education (3.42 = important)

6. Education in the perspective of Islamic education (3.42 = important)

7. Approaches and methods of Islamic education (3.42 = important)

8. Scope of Islamic education (3.41 = important)

9. Islamic education goals (3.28 = important)

10. Environment lifelong education (3.27 = important)

11. Politeness of students in Islam (3.23 = important)

12. Types of educators (3.07 = important)

51

All the topics listed above must be included because they are considered

important or very important for students to study in English course one in the

Islamic education study program.

2.2 The Needs for Learning Grammar

In addition to learning English through real-life topics, students need to

also learn grammar, even though students consider grammar in English to be one

of the barriers to fluency in speaking. However, lecturers should not completely

ignore it when teaching English. But lecturers need to explain the importance of

grammar in helping students speak English effectively. Various grammatical

items were given for all respondents to choose from. Based on the perception of

the respondents produced twelve items, as listed below:

1. WH questions 3.76 = very important 1 session

2. - ed and -ing adjectives 3.42 = very important 1 session

3. Simple present 3.59 = very important 1 session

4. Object pronouns 3.59 = very important 1 session

5. Articles 3.59 = very important 1 session

6. Subject pronouns 3.59 = very important 1 session

7. Future intentions 3.59 = very important 1 session

8. Simple past vs present perfect 3.58 = very important 1 session

9. Present continuous 3.58 = very important 1 session

10. Simple Past & Past Perfect 3.58 = very important 1 session

11. Used-to 3.42 = important 1 session

12. Direct and indirect questions 3.41 = important 1 session

52

The grammar items listed above must be adapted to the English topics

given in each lesson session in learning English one course material. The overall

language needs of students are illustrated in the following table:

The Overal Needs Inventory from Linguistic Needs

Linguistic Needs

Learning abilities Learning priorities

1. Fair in reading

2. Fair in writing

3. Fair in vocab

4. Fair in listening

5. Fair speaking

6. Fair in grammar

1. Speaking is the first priority

2. Reading is the second priority

3. Vocabulary is the third priority

4. Listening is the fourth priority

5. Writing is the fifth priority

6. grammar is the sixth priority

Learning English With The Topics

1. The concept of islam in the

fitrah of the family

2. Responsibility in islamic

education institutions

3. Uses of islamic education

4. Islamic education curriculum

5. Tools in islamic education

6. Education in the perspective of

islamic education

7. Approaches and methods of

islamic education

8. Scope of islamic education

9. Islamic education goals

10. Environment lifelong education

11. Politeness of students in islam

12. Types of educators

Basic grammar items

1. WH questions

2. - ed and -ing adjectives

3. Simple present

4. Object pronouns

5. Articles

6. Subject pronouns

7. Future intentions

8. Simple past vs present perfect

9. Present continuous

10. Simple Past & Past Perfect

11. Used-to

12. Direct and indirect questions

b) Needs Inventory from the Learning Needs

Student learning needs in this study can be identified by analyzing learning

problems and student learning attitudes based on the perception analysis of

respondents (students, lecturers, and graduates).

53

(1) Learning Problems

Based on the analysis of respondents' perceptions of student learning

problems, it was found that student learning difficulties could be caused by many

things. Among them:

1. Psychological problems such as Fear of making mistakes when speaking

English.

2. Interference problems such as Confused pronunciation of the letters in

each word.

3. Problems with limited linguistic sources: Difficult to remember words,

Different pronunciation from writing, Sounds the same but turns out the

words are different, Unable to distinguish nouns from verbs or other

words, Can speak fluently but can't write, The same words but have

different meanings, Can't read pronunciation symbols in advance

dictionaries, Difficulty in using irregular verbs, Irregular change from

singular to plural, English sounds that are difficult to pronounce, Difficult

to memorize tension.

From the students' learning problems that have been known, the lecturers

can then make The most appropriate learning methods to help students learn and

minimize the influence of learning problems on their learning success in English

subjects.

(2) Learning Attitudes

The focus of this discussion relates to identifying students' preferences and

learning styles in learning English based on respondents' perceptions.

54

2.1 Learning Preferences

Students' learning preferences in English courses are focused on

describing students' preferences in learning English. From the results of the

analysis of respondents that students prefer to learn English by:

1. Direct Method

2. Community Language Learning

3. The Communicative Approach

4. Reading Method

5. The Audio-Lingual Method

6. The Total Physical Response Method

7. Grammar Translation Method

8. Suggestopedia

9. The Silent Way

The listed ways of learning English preferred should be taken into account

to be chosen as a strategy in teaching English courses one.

2.2 Learning Styles

The results of data analysis on student learning styles show that students in

the Islamic Education Department study program can be categorized as concrete

and communicative learners. The selection of these categories is based on the

respondent's most preferred activity in learning English and the distinctive

characteristics of the four learning styles as stated by Willing (1981). That is:

1. Film and video

2. Games

55

3. Talk to friends in English

4. Roleplay

5. Small group

6. Doing tasks

7. Large group

8. Pictures

The Overall Needs Inventory From Learning Needs

Learning Needs

The Learning Problems The Learning Attitudes

1. Psychological problems such as:

Fear of making mistakes when

speaking English.

2. Interference problem such as:

Confused pronunciation of the

letters in each word

3. Problem with limited linguistics

sources: Difficult to remember

words, Different pronunciation

from writing, Sounds the same but

turns out the words are different,

Unable to distinguish nouns from

verbs or other words, Can speak

fluently but can't write, The same

words but have different meanings,

Can't read pronunciation symbols

in advance dictionaries, Difficulty

in using irregular verbs, Irregular

change from singular to plural,

English sounds that are difficult to

pronounce, Difficult to memorize

tension.

Learning preferences

1. Direct Method

2. Community Language Learning

3. The Communicative Approach

4. Reading Method

5. The Audio-Lingual Method

6. The Total Physical Response

Method

7. Grammar Translation Method

8. Sugestopedia

9. The Silent Way

Learning styles

1. Film and video

2. Games

3. Talk to friends in English

4. Role play

5. Small group

6. Doing tasks

7. Large group

8. Pictures

Complete information about linguistic needs and student learning needs

can be seen in the following table:

56

The Overall Needs Inventory from Linguistic Needs and Learning Needs

Linguistik Needs Learning Needs

Learning Abilities Learning Priorities The Learning Problems The Learning

Attitudes

1. Fair in reading

2. Fair in writing

3. Fair in vocab

4. Fair in listening

5. Fair speaking

1. Speaking is the first

priority

2. Reading is the

second priority

3. Vocabulary is the

third priority

4. Listening is the

fourth priority

5. Writing is the fifth

priority

1. Psychological

problems such as:

Fear of making

mistakes when

speaking English.

2. Interference problem

such as: Confused

pronunciation of the

letters in each word

3. Problem with

limited linguistics

sources: Difficult to

remember words,

Different

pronunciation from

writing, Sounds the

same but turns out

the words are

different, Unable to

distinguish nouns

from verbs or other

words, Can speak

fluently but can't

write, The same

words but have

different meanings,

Can't read

pronunciation

symbols in advance

dictionaries,

Difficulty in using

irregular verbs,

Irregular change

from singular to

plural, English

sounds that are

difficult to

pronounce, Difficult

to memorize tension.

Learning preferences

1. Direct Method

2. Community

Language

Learning

3. The

Communicative

Approach

4. Reading Method

5. The Audio-

Lingual Method

6. The Total

Physical

Response

Method

7. Grammar

Translation

Method

8. Sugestopedia

9. The Silent Way

Learning styles

1. Film and video

2. Games

3. Talk to friends

in English

4. Role play

5. Small group

6. Doing tasks

7. Large group

8. Pictures

Learning English With The Topics

1. The concept of

islam in the fitrah

of the family

2. Responsibility in

islamic education

institutions

3. Uses of islamic

education

4. Islamic education

curriculum

5. Tools in islamic

education

6. Education in the

perspective of

islamic education

7. Approaches and

methods of islamic

education

8. Scope of islamic

education

9. Islamic education goals

10. Environment lifelong

education

11. Politeness of students in

islam

12. Types of educators

Basic grammar items

1. WH questions

2. -ed and -ing

adjectives

3. Simple

present

4. Object

pronouns

5. Articles

6. Subject

pronouns

7. Future intentions

8. Simple past vs

present perfect

9. Present continuous

10. Simple Past & Past

Perfect

11. Used-to

12. Direct and indirect

questions

57

B. Discussions

1. The Types of Using Information for Islamic Education ELT Material

In the step of using information needs analysis, the results of the data in

this study are used to formulate learning goals and objectives based on an

inventory of the needs of students in the Islamic education study program.

a. The Formulated of Goals

The term objective is the part that refers to the general statement that

underlies the curriculum. Graves (2000: 75) mentions that goals help focus your

vision and priorities for the course, meaning that the term goal refers to a more

general statement. The theory used in terms of goals uses the SMART approach,

according to George T. Doran (1981) when writing effective goals, one only

needs to think about the SMART method, which is an acronym for S (Specific),

M (Measurable), A (Achievable), R (Specific). Relevant), and T (Timebound).

1) Specific means that the goal is concrete, detailed, focused, and well

defined. Programs state-specific outcomes, or precise goals. The results

are expressed in numbers, percentages, frequencies, observations,

scientific results, and others.

2) Measurable means being able to measure whether it has achieved the goal

or not (number, quantity, and comparison). Measurable goals contain the

intent that measurement sources have been identified and can carry out

progress actions towards goals. Measurements have results that can be

assessed, either on a scale of 1–10 or in the form of success and failure.

58

Measurement is a long way to go to help know when you have met your

goals.

3) Achievable concerns the question of whether the goals collected can be

met and can be achieved? goals must be attainable. If a goal is too far in

the future, care must be taken to maintain the motivation to achieve it.

Goals need encouragement but don't go too far as this can lead to

frustration and low motivation.

4) Realistic means that you have the resources to complete it. Achieving

objectives requires resources such as personnel, expertise, money,

equipment, etc. Most goals are achievable but may require a change in

priorities to make them happen.

5) Time-Bound means setting a time limit for the achievement of goals.

Deadlines need to be both achievable and realistic. Failure to set time has

reduced the motivation and urgency needed to carry out the task.

The results of data analysis in this study obtained information about the goals :

The Course Goals

1. To help students communicate effectively and confidently in English by

developing students' speaking, reading, vocabulary, listening, writing,

basic grammar skills.

2. To equip students to have a good foundation in English which enables

them to communicate everyday situations and topics.

59

b. The Formulated Objectives

The term goal is more specific than the goal. Goals help course planning to

assess the success or failure of a program. This means that lesson objectives are an

important element in a lesson plan. It determines the overall strategies and

activities in the teaching and learning process.

Writing complete learning objectives must be based on the principles of

formulating them. One method that can be useful when formulating learning

objectives or learning outcomes is the A. B. C. D. method (Heinich, et al., 1996).

Furthermore (Thomlinson and McTighe, 2006) that learning objectives should not

be written in this order (ABCD) but should contain all of these elements (ABCD).

1) A: Audience means WHO is the target of our learning. The audience can

be anyone learning participants. In this case, students are the targets.

2) B: Behavior means what we expect students to show after attending the

lesson. This behavior is formulated with a verb that describes what the

audience was able to do (e.g., describe, explain, discover, communicate)

3) C: Condition is where the behavior (behavior) is shown by students. For

example, when a student gets a drug from a pharmacy that was able to read

the dose.

4) D: Degree is a CRITERIA or level of performance like what we expect

from students. For example 90% accurate, 3 times, 8 successful times out

of 10 attempts. (i.e., how well the learner performs the behavior)

The results of data analysis in this study obtained information about the objectives

60

The Course Objectives:

1. The effectively students can explain the Scope of Education Islam after

studying the topic of Islam.

2. Students can communicate about the Uses of Islamic Education by using

vocabulary for Islamic education after studying it.

3. Students are able to give examples of the goals of Islamic education in

daily life in detailed.

4. Students are able to explain education from the perspective Islamic

education, and conclude the topic in English educationally.

5. Students can identify the Types of Educators and answer questions if

someone asks “what kind of duties does an educator have?”

6. Students are able to mention the requirements of educators, including

morals, health, and intelligence, as well as distinguishing the criteria for

the type of morality from reading the theme.

7. Students are actively able to practice the concept of Islam in the nature of

the family and describe the family in Islam.

8. Directly the students can apply the polite behavior of students in

Islam and bring it into their environment

9. Students are able to understand the Islamic education curriculum and

discuss their own preferences and attitudes towards the Islamic education

curriculum.

10. Students are able to prove responsibility in Islamic educational

institutions using vocabulary for Islamic education fairly and wisely.

61

CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

In the previous chapter, the researcher has explained that the needs

analysis is considered suitable for developing teaching materials for early English

language skills in the Islamic Education Department study program. In this

section, the researcher presents the conclusions of all the results of related studies.

1. First, linguistic needs and learning needs. Linguistic needs are identified

through students' learning abilities and learning priorities, while learning

needs are identified through learning problems and learning attitudes. Then

the two pieces of information will be included in the inventory of needs.

2. Second, goals and objectives. The term goals is the part that refers to the

general statement that underlies the curriculum. The theory used in terms

of objectives uses the SMART approach of George T. Doran (1981). The

SMART approach is an acronym for S (Specific), M (Measurable), A

(Achievable), R (Relevant), and T (Timebound). While the term objectives

is more specific than the goals. Objectives help course planning to assess

the success or failure of a program. It determines the overall strategies and

activities in the teaching and learning process. One method that can be

useful when formulating learning objectives or learning outcomes is the A.

B. C. D. method (Heinich, et al., 1996). Furthermore (Thomlinson and

McTighe, 2006) that learning objectives should not be written in this order

(ABCD), but should contain all of these elements (ABCD).

62

B. Suggestions

Based on the conclusions above, the researcher would like to provide the

following suggestions:

1. Suggestions for Lecturers

It is recommended that the results of this study can be used as a choice of

teaching materials for lecturers to find out which material is more in line with the

needs and learning objectives of students in carrying out English language

learning.

2. Suggestions for Researchers

It is recommended to further researchers that the results of this study are

expected to be used as a useful reference in developing English material for other

researchers who were researching the needs analysis of ELT material.

63

BIBLIOGRAPHY

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Course. Jurnal Vidya Karya 2016.

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Intergrated Skill Approach In Mainstream University Classrooms In

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di Pg-Paud. Jurnal Pg-Paud Trunojoyo, 2017.

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Objectives”, 1981.

Fadjar, A. Malik. Kurikulum Inti Pendidikan Tinggi. Jakarta: Keputusan Menteri

Pendidikan Nasional Republik Indonesia, 2002.

Gapila, Cynthia. Metode Pembelajaran Smart (Spesific, Measurable, Achievable,

Realistic And Time Bound) Terhadap Kemampuan Pemahaman Konsep

Matematis Ditinjau Dari Tipe Kepribadian. 2021.

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Hermawati, Dyah Aju. Analisis Kebutuhan (Need Analysis) Untuk Pembelajaran

Bahasa Inggris Khusus (ESP) Pada Kelas Manajemen Agroindustri

Politeknik Negeri Jember, 2016.

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for Vocational Purpose for Students of Hospitality Department. English

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Kaharuddin, Andi. Needs Analysis on English for Vocational Purpose for

Students of Hospitality Department. KnE Social Sciences, 2019.

64

Kaharuddin., & Yassi. Syllabus Design for English Language Teaching.

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Communication TOJDAC, 2017.

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Perguruan Tinggi Dan Penilaian Hasil Belajar Sisiwa. Samarinda: Tim

Penyusun, 2000.

Kustanti, Dewi. Kesulitan Dan Solusi Pembelajaran English Reading Text.

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Pembelajaran. Jurnal Efisiensi – Kajian Ilmu Administrasi, 2018.

Rizal, Syamsul. Analisis Kebutuhan Bahan Ajar Bahasa Inggris Iain Bengkulu

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Alfabeta, 2011.

Wahyudi. Belajar Bahasa Inggris (Masalah dan Solusi). 2008.

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65

APPPENDICES

66

APPENDIX 1

QUESTIONNAIRE FOR STUDENTS, GRADUATES, LECTURER

This questionnaire was given to collect research data on the thesis of the

Department of Islamic Religious Education, as part of the research on the analysis

of English needs, especially the Department of Islamic Education. As you are

studying it, this questionnaire specifically asks for your opinion and expectations

on the subject. Answer the questions honestly by checking the boxes or options

provided. Thanks.

INTRODUCTION

Part I : Personal Information

Some information about yourself is needed here as follows:

1. Email / No. phone :

2. Name :

3. Semester :

4. Age :

Part II: The Overview of Needs Analysis Of ELT Material for Islamic

Education Department Students.

1. In your opinion, how important is English lessons for Islamic Education

Department students?

1 2 3 4

Not Important Less Important Important Very Important

Adepted from Syllabus Design For English Language Teaching by Yassi and

Kaharuddin (2018:89)

2. Based on the components in English, how important is the assessment you

give in studying the following components?

67

Not

Important

Less

Important

Important Very

Important

Reading

Writing

Grammar

Vocabulary

Listening

Speaking

Adapted from Syllabus Design For English Language Teaching by Yassi and

Kaharuddin (2018)

3. Below are some purposes of learning English, how important are they for

you in rolling the courses?

Not

Important

Less

Important

Important Very

Important

1. For Future

Career

2. To Continuing

Study

3. Great

Opportunities in

Various Jobs

4. Easy to Get

along & Adapt

in New

Environment

5. To get more

information and

experience

6. To improve

English skills

Azbahasainggris.com by Henry Past (2018)

LINGUISTIC NEEDS

Part I: The Overview of the Students' Learning Ability.

4. Based on the following components of the English language, you must

judge according to your abilities and knowledge.

68

Poor Fair Good Excellent

Reading

Writing

Grammar

Vocabulary

Listening

Speaking

Adapted from Syllabus Design For English Language Teaching by Yassi and

Kaharuddin (2018:90)

Part II: The Overview of the Students’ Learning Priority.

5. Please give your opinion about how important the following topics are to

build your ability to speak English.

(the following topics are basic material topics in Islamic religious

learning)

Not

Important

Less

Important

Important Very

Important

1. Scope of islamic

education

2. Uses of islamic

education

3. Islamic education goals

4. Education in the

perspective of islamic

education

5. Types of educators

6. Educator requirements

7. The concept of islam in

the fitrah of the family

8. Environment lifelong

education

9. Politeness of students in

islam

10. Students in tasawuf

11. Tools in islamic

education

12. Islamic education

69

curriculum

13. Approaches and

methods of islamic

education

14. Responsibility in islamic

education institutions

Other suggested topics (if you have)

15. ……………………..

16. ……………………..

Ilmu pendidikan islam Dr. Hj. A. Rosmiaty Azis, M.Pd.I.

6. Please give your opinion about how important Basic Grammar topics are

to build your ability in English as a student of Islamic Education

Department?

Not

Important

Less

Important

Important Very

Important

1. Subject pronouns

2. Object pronouns

3. WH questions

4. Reflexive pronouns

5. Simple present

6. Present continuous

7. Used-to

8. Simple past vs

present perfect

9. - ed and -ing

adjectives.

10. Degree of

comparison

11. Articles

12. Simple Past & Past

Perfect

13. Reported speech

14. Future intentions

15. Direct and indirect

questions

16. Wish, Hope..

............................................

............................................

English Grammar : Third Edition Betty Schrampfer Azar

70

LEARNING NEEDS

Part I: The Overview of Students’ Learning Problems.

7. Based on your experience, do you have any difficulties in learning English

below?

Hardly

ever

Seldom Often Always

1. Difficult to remember words

2. Different pronunciation from

writing

3. Sounds the same but turns out the

words are different

4. Unable to distinguish nouns from

verbs or other words

5. Can speak fluently but can't write

6. The same words but have different

meanings

7. Confused pronunciation of the

letters in each word

8. Can't read pronunciation symbols in

advance dictionaries

9. Difficulty in using irregular verbs

10. Irregular change from singular to

plural

11. English sounds that are difficult to

pronounce

12. Difficult to memorize tension

13. Fear of making mistakes when

speaking English

14. ………………………………….

Wahyudi English 2008. Kesulitan Dan Solusi Belajar Bahasa Inggris.

Part II : The Overview of the Students’ Learning Attitudes (Preferences and

Styles)

Learning Preferences

8. Please give your opinion about the importance of the following teaching

methods given to teach English course as your learning preferances.

71

Not

Important

Less

Important

Important Very

Important

1. Games

2. Pictures

3. Film and video

4. Taking in pairs

5. Roleplay

6. Studying alone

7. Doing tasks

8. Small group

9. Large group

10. Talk to friends in

English

Adapted from Syllabus Design For English Language Teaching by Yassi and

Kaharuddin (2018:92).

Learning Styles

9. The following are the teaching methods employed in the course. How

important do you think those methods in teaching English.

Not

Important

Less

Important

Important Very

Important

1. Grammar Translation

Method

2. Direct Method

3. Reading Method

4. The Audio-Lingual

Method

5. The Silent Way

6. Sugestopedia

7. Community Language

Learning

8. The Total Physical

Response Method

9. The Communicative

Approach

10. ……………………..

Muslim A Rozaq 2011. Model - Model Pembelajaran Bahasa Inggris.

72

APPENDIX 2

INTERVIEW QUESTIONNAIRE FOR STUDENTS, GRADUATES

Interview Guideline

(modified from Dudley-Evans and St.john 1998)

Name : ………………………………

Semester : ………………………………

Major : ………………………………

1. In your opinion, how important is it to study English in the

Department of Islamic Religious Education?

2. Do you think that getting English materials can help you improve

your English skills?

3. What do you think are the most important English skills that you

should learn in order to stay in the Islamic Religious Education

major?

4. In your opinion, what is your goal to be able to speak English?

5. What do you find most difficult about English? (speaking, reading,

writing, vocabulary, listening).

6. In your opinion, during the learning process, what kind of learning

methods made you understand learning English?

INTERVIEW QUESTIONNAIRE FOR LECTURER

Interview Guideline

(modified from Dudley-Evans and St.john 1998)

Name : ………………………………

Email : ………………………………

1. In your opinion, how important is learning English in Islamic

religious education?

2. What do students majoring in Islamic religious education need to

improve their English language skills?

3. Is the material given to students by their English language needs?

4. During the learning process, what kind of learning methods make

students happier to learn English?

5. During the learning process, what components are most difficult for

students to learn in learning English?

73

APPENDIX 3

THE RESULTS OF THE QUESTIONNAIRES

QUESTIONNAIRE FOR STUDENTS’, GRADUATES, LECTURER

1. The Importance Level of English Component

Respondents Number of Questions

1 2 3 4 5 6

1 4 3 3 4 4 4

2 4 4 4 4 4 4

3 4 4 4 4 4 4

4 3 3 3 4 3 4

5 3 3 2 3 3 3

6 4 4 3 4 3 4

7 4 3 3 3 4 4

8 4 4 3 4 4 4

9 3 3 4 4 4 4

10 3 3 3 3 3 3

11 3 3 3 3 3 3

12 4 4 4 4 4 4

13 3 3 3 3 3 3

14 3 3 3 3 3 4

15 3 3 3 3 3 3

16 4 4 4 4 4 4

17 2 2 2 2 2 2

18 3 3 3 3 3 3

19 3 2 3 3 3 4

20 4 3 4 3 4 4

21 4 4 4 4 4 4

22 3 3 3 4 3 3

23 4 3 4 3 3 4

24 4 4 4 4 4 4

25 4 4 4 4 4 4

26 4 3 3 4 3 4

27 4 4 4 4 4 4

28 4 4 3 3 4 4

29 4 4 4 4 4 4

30 3 3 4 4 4 4

31 4 2 2 3 3 4

32 3 3 3 3 3 4

33 4 3 3 3 3 4

34 3 2 3 3 3 3

35 4 3 4 4 3 4

74

36 4 4 4 3 4 4

37 3 3 3 3 3 3

38 3 4 4 4 3 4

39 3 3 3 3 3 4

40 3 3 3 3 3 3

41 3 3 3 3 3 3

42 4 4 4 4 4 4

43 4 3 3 4 3 4

44 4 3 2 4 4 4

45 3 3 3 3 3 3

46 4 4 3 4 4 4

47 4 4 4 4 4 4

48 4 4 4 4 4 4

49 4 4 4 4 4 4

50 4 4 4 4 4 4

51 4 4 4 4 4 4

52 4 3 3 3 4 4

53 3 3 1 3 3 3

54 3 3 3 3 4 4

55 4 4 3 4 4 4

56 3 4 3 3 3 3

57 3 3 3 3 3 3

58 3 3 2 2 3 3

59 4 4 4 4 4 4

60 4 4 4 4 4 4

61 4 4 3 3 4 4

62 4 3 4 4 4 4

63 3 3 3 3 3 3

64 3 3 3 3 3 3

65 3 2 3 3 3 3

66 3 3 3 3 3 3

67 3 3 3 3 3 3

68 3 3 3 3 3 3

69 3 3 3 4 3 4

70 3 3 3 3 3 3

71 3 4 3 3 3 4

72 3 3 3 3 3 3

73 3 4 3 3 3 3

74 3 3 3 3 3 3

75 4 3 4 4 3 4

76 3 3 3 3 3 3

77 4 4 4 4 4 4

78 3 3 3 3 3 3

79 3 4 3 3 4 4

75

80 4 4 4 4 4 4

81 4 4 4 4 4 4

82 3 3 3 3 3 3

83 3 3 3 3 3 3

84 4 4 4 4 4 4

85 3 3 3 3 3 3

86 3 3 3 3 3 3

87 4 4 4 4 4 4

89 3 3 4 4 3 4

88 3 3 3 3 3 3

89 3 3 3 3 3 3

90 4 4 4 4 4 4

91 3 3 3 3 3 3

92 3 3 3 3 3 3

93 3 3 3 3 3 3

94 3 3 3 3 3 3

95 3 3 4 4 3 4

96 3 4 4 3 4 4

97 4 4 4 4 4 4

98 3 3 3 3 3 3

99 4 4 4 4 4 4

100 3 3 3 3 3 3

101 4 4 3 3 3 4

102 3 3 3 3 3 3

103 4 3 3 4 3 4

104 3 2 2 3 2 4

105 4 4 3 4 4 4

106 4 4 3 4 4 4

107 4 3 3 4 4 4

Average 3,45 3,33 3,27 3,42 3,39 3,60

2. The purposes of learning English skills

Respondents Number of Questions

1 2 3 4 5 6

1 4 4 3 2 2 4

2 4 4 4 4 4 4

3 4 4 3 4 4 4

4 4 4 4 4 4 4

5 3 3 3 3 3 3

6 4 3 4 4 4 4

7 4 3 3 3 2 3

8 4 3 3 4 4 3

9 4 4 3 4 4 4

76

10 3 4 4 4 4 4

11 3 4 4 4 4 4

12 4 3 4 3 3 4

13 3 4 3 2 4 4

14 4 3 3 3 3 4

15 3 3 3 3 3 3

16 4 4 4 4 4 4

17 2 2 2 2 2 2

18 3 2 3 4 3 3

19 4 3 3 3 3 3

20 4 2 3 2 4 3

21 4 4 4 4 4 4

22 3 4 4 4 4 4

23 4 4 4 4 4 4

24 4 4 4 3 3 4

25 4 4 4 4 4 4

26 4 3 3 3 3 3

27 4 4 3 3 4 4

28 4 4 4 3 3 4

29 4 4 4 4 4 4

30 4 4 4 4 4 4

31 4 3 3 3 3 3

32 4 3 4 4 4 4

33 4 4 4 4 4 4

34 3 3 3 3 3 3

35 4 4 3 3 3 3

36 4 4 4 4 4 4

37 3 3 4 4 4 3

38 4 4 3 4 4 4

39 4 3 3 3 3 3

40 3 3 3 3 3 3

41 3 4 4 4 4 4

42 4 2 2 3 4 4

43 4 4 4 4 4 4

44 4 4 4 3 4 4

45 3 3 4 2 3 3

46 4 4 3 3 4 4

47 4 4 4 4 4 4

48 4 3 3 3 3 3

49 4 4 4 4 4 4

50 4 3 3 3 3 4

51 4 4 4 4 4 4

52 4 3 4 3 4 4

53 3 3 3 3 3 3

77

54 4 4 4 3 4 4

55 4 3 3 4 4 4

56 3 4 3 3 3 4

57 3 3 3 3 3 3

58 3 3 4 4 3 3

59 4 3 3 3 3 3

60 4 4 4 4 4 4

61 4 3 3 3 4 4

62 4 4 4 4 4 4

63 3 3 3 3 3 3

64 3 3 3 3 3 3

65 3 3 3 3 3 3

66 3 4 4 3 3 4

67 3 3 3 3 3 3

68 3 3 3 3 3 3

69 4 3 3 3 3 4

70 3 3 3 3 3 3

71 4 3 3 3 3 3

72 3 3 3 2 3 4

73 3 3 3 3 3 3

74 3 3 3 3 3 3

75 4 3 3 3 3 4

76 3 4 3 2 3 4

77 4 4 4 4 4 4

78 3 3 3 3 3 3

79 4 4 3 4 4 3

80 4 3 3 3 3 3

81 4 3 3 3 3 3

82 3 3 3 3 3 3

83 3 3 3 2 3 3

84 4 3 3 3 3 3

85 3 3 3 2 3 4

86 3 3 3 2 3 3

87 4 3 3 2 4 4

89 4 3 3 3 4 4

88 3 3 3 2 3 4

89 3 3 3 3 3 3

90 4 3 3 2 4 4

91 3 3 3 3 3 3

92 3 3 3 3 3 3

93 3 3 3 3 3 3

94 3 3 3 3 3 3

95 4 3 3 3 3 3

96 4 4 4 4 4 4

78

97 4 4 3 4 4 3

98 3 3 3 3 3 3

99 4 3 4 3 4 4

100 3 3 3 3 3 3

101 4 4 4 4 3 3

102 3 3 3 3 3 4

103 4 4 4 3 3 4

104 4 4 4 3 4 4

105 3 3 3 3 3 4

106 4 4 4 4 4 4

107 4 4 3 2 2 4

Average 3,59 3,36 3,35 3,21 3,41 3,54

3. Students' perception of their level of English proficiency

Respondents Number of Questions

1 2 3 4 5 6

1 3 2 1 2 1 3

2 2 2 1 2 1 1

3 2 3 3 2 2 1

4 3 3 3 3 3 3

5 3 3 3 3 3 3

6 2 3 2 2 2 2

7 2 3 1 1 2 2

8 2 2 2 2 2 2

9 2 2 2 2 2 2

10 4 4 4 4 4 4

11 2 2 1 1 2 2

12 3 2 2 1 3 2

13 3 3 3 2 3 3

14 3 3 3 3 3 4

15 3 3 3 3 3 3

16 2 1 1 1 1 1

17 2 2 2 2 2 2

18 1 1 1 1 1 1

19 2 1 1 1 1 2

20 3 4 3 3 3 2

21 4 4 4 4 4 4

22 2 2 2 2 2 2

23 3 4 3 3 2 3

24 2 2 2 1 2 1

25 1 1 1 1 1 1

26 3 3 4 3 3 3

27 2 2 1 2 2 2

79

28 2 3 1 2 1 2

29 3 3 3 3 3 3

30 2 2 2 2 2 3

31 3 3 3 2 2 1

32 3 2 3 3 3 4

33 3 2 3 2 3 3

34 1 1 1 1 3 1

35 3 2 3 3 2 4

36 4 4 4 4 4 4

37 2 2 2 2 2 2

38 3 2 2 2 2 2

39 3 3 3 3 2 3

40 1 1 1 1 1 1

41 4 4 4 4 4 4

42 3 3 3 3 3 3

43 4 3 3 4 4 4

44 3 3 2 3 3 3

45 2 2 1 1 2 1

46 3 3 2 2 3 3

47 1 1 1 1 1 1

48 2 2 2 2 2 2

49 4 3 2 2 3 3

50 3 3 3 2 3 2

51 4 4 4 4 4 4

52 2 2 2 2 2 3

53 3 3 3 3 3 3

54 1 1 1 1 1 1

55 2 2 2 3 2 3

56 2 2 2 2 2 2

57 4 4 4 4 4 4

58 2 1 1 1 2 2

59 2 2 3 2 2 3

60 4 4 4 4 4 4

61 3 3 2 2 2 2

62 2 2 2 2 2 2

63 2 2 2 2 2 2

64 2 2 1 2 2 2

65 2 1 1 2 2 2

66 2 2 1 2 2 1

67 2 2 2 2 2 2

68 2 2 1 2 2 2

69 2 1 2 3 2 2

70 2 2 2 2 2 2

71 2 2 2 2 2 2

80

72 2 2 1 2 2 1

73 2 3 2 2 2 2

74 2 2 2 2 2 2

75 3 2 1 3 2 1

76 2 1 1 2 1 1

77 3 3 3 3 2 2

78 2 2 1 2 2 1

79 3 2 2 2 2 2

80 2 1 1 2 1 1

81 2 2 2 2 2 2

82 2 2 2 2 2 2

83 2 2 1 2 2 1

84 3 2 2 3 2 2

85 3 3 2 3 2 2

86 2 2 2 2 2 2

87 3 3 3 3 3 3

89 2 2 2 2 2 2

88 2 1 1 2 1 1

89 2 2 2 2 2 1

90 2 2 2 2 2 2

91 2 2 1 2 1 1

92 2 2 1 2 2 1

93 2 2 2 2 2 1

94 2 2 2 2 2 2

95 2 2 2 2 2 2

96 4 4 4 4 4 4

97 4 4 4 3 4 4

98 2 2 1 2 1 1

99 4 4 4 3 3 3

100 2 2 1 2 2 2

101 4 4 4 4 3 3

102 2 1 1 2 1 1

103 2 2 2 2 2 2

104 3 2 1 1 2 3

105 4 3 4 4 3 4

106 3 3 3 3 3 3

107 3 2 1 2 1 3

Average 2,50 2,36 2,14 2,29 2,25 2,24

4. Perceptions On The Most Preferred Topics To Learn

Respondents Number of Questions

1 2 3 4 5 6 7 8 9 10 11 12 13 14

1 1 1 2 2 3 2 2 3 1 3 1 1 2 2

81

2 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 4 3 3 2 3 3 3 2 3 2 3

4 4 4 4 4 3 3 3 3 3 3 3 3 3 3

5 3 3 3 3 3 3 3 3 3 3 3 3 3 3

6 4 4 4 4 4 4 4 4 4 4 4 4 4 4

7 3 3 3 3 3 3 3 2 3 3 2 3 3 3

8 4 4 4 4 3 4 4 4 4 3 3 4 3 3

9 4 4 4 4 4 4 4 4 4 4 4 4 4 4

10 3 3 3 3 3 3 3 3 4 3 3 3 3 4

11 3 3 3 3 3 3 3 3 3 3 3 3 3 3

12 2 2 2 4 4 4 3 3 4 4 3 4 4 3

13 3 3 3 3 3 3 3 3 3 3 3 3 4 3

14 4 4 4 4 4 4 4 4 4 4 4 4 4 4

15 3 3 3 3 3 3 3 3 3 3 3 3 3 3

16 4 4 4 4 4 4 4 4 4 4 4 4 4 4

17 3 3 3 3 3 3 3 3 3 3 3 3 3 3

18 3 3 2 2 3 2 2 2 2 2 2 2 2 2

19 3 3 3 3 3 3 3 3 3 3 3 3 3 3

20 2 3 3 2 2 2 2 3 2 2 2 2 2 2

21 4 4 4 4 4 4 4 4 4 4 4 4 4 4

22 4 4 4 4 4 4 4 4 4 4 4 4 4 4

23 4 3 4 4 4 4 3 4 4 4 4 3 4 4

24 3 3 3 3 3 3 3 3 3 3 3 3 3 3

25 4 4 4 4 4 4 4 4 4 4 4 4 4 4

26 4 4 4 4 4 4 4 4 4 4 4 4 4 4

27 3 4 4 4 3 4 4 4 4 3 4 3 4 3

28 4 4 4 4 4 4 4 4 4 4 3 3 3 4

29 4 4 4 4 4 4 4 4 4 4 4 4 4 4

30 3 3 3 3 3 3 3 4 4 4 3 3 3 3

31 3 4 4 4 3 4 4 4 4 4 4 4 4 3

32 4 4 4 4 3 4 3 3 4 3 4 4 4 4

33 4 4 4 4 4 2 4 4 4 4 4 4 4 4

34 2 2 3 3 3 2 1 3 3 3 2 2 2 2

35 4 3 4 4 3 3 3 3 4 3 3 3 2 3

36 4 4 4 4 4 4 4 4 4 4 4 4 4 4

37 3 3 3 3 3 3 3 3 3 3 4 3 3 3

38 3 4 4 4 3 2 3 3 3 2 3 3 4 3

39 3 3 4 3 4 3 3 3 3 3 3 3 3 3

40 2 2 2 2 2 2 2 2 2 2 2 2 2 2

41 3 3 3 3 3 3 3 3 3 3 3 3 3 3

42 3 3 3 3 3 3 2 3 3 2 3 4 4 4

43 4 4 4 4 3 4 4 4 3 3 4 4 4 4

44 3 3 3 4 3 3 3 4 4 3 3 3 3 3

45 3 2 2 3 3 3 2 3 2 2 3 3 3 3

82

46 3 4 4 3 3 4 3 4 3 3 4 4 4 3

47 4 4 4 4 3 3 4 4 4 3 3 4 4 3

48 3 3 3 3 3 3 3 3 3 3 3 3 3 3

49 4 4 4 4 4 4 4 4 4 4 4 4 4 4

50 4 4 4 4 4 4 4 4 4 3 4 4 4 4

51 3 4 3 4 3 3 4 4 4 4 4 4 4 4

52 4 3 4 3 4 3 4 4 3 3 2 4 4 4

53 3 3 3 3 3 3 3 3 3 3 3 3 3 3

54 3 3 4 4 3 4 3 3 4 3 3 4 4 4

55 3 3 4 4 3 3 2 4 4 3 3 4 3 4

56 3 4 4 4 4 3 3 3 3 3 3 3 3 3

57 4 4 4 4 4 4 4 4 4 4 4 4 4 4

58 4 4 4 3 4 4 3 3 4 4 4 3 3 4

59 3 3 3 3 3 3 3 3 3 3 3 3 3 3

60 4 4 4 4 4 4 4 4 4 3 4 3 4 4

61 3 4 4 4 3 4 4 4 4 3 3 4 4 3

62 4 4 4 4 4 4 4 4 4 4 4 4 4 4

63 3 3 3 3 3 3 3 3 3 3 3 3 3 3

64 3 3 3 3 3 3 3 3 3 3 3 3 3 3

65 3 3 3 3 3 3 3 3 3 3 3 3 3 3

66 3 3 3 3 3 3 3 3 3 3 3 3 3 3

67 3 3 3 3 3 3 3 3 3 3 3 3 3 3

68 3 3 3 3 3 3 3 3 3 3 3 3 3 3

69 3 3 3 3 3 3 3 3 3 3 3 3 3 3

70 3 3 3 3 3 3 3 3 3 3 3 3 3 3

71 3 3 3 3 3 3 3 3 3 3 3 3 3 3

72 3 3 3 3 3 3 3 3 3 3 3 3 3 3

73 3 3 3 3 3 3 3 3 3 3 3 3 3 3

74 3 3 3 3 3 3 3 3 3 3 3 3 3 3

75 3 3 3 3 3 3 3 3 3 3 3 3 3 3

76 3 3 3 3 3 3 3 3 3 3 3 3 3 3

77 3 3 3 3 3 3 3 3 3 3 3 3 3 3

78 3 3 3 3 3 3 3 3 3 3 3 3 3 3

79 3 4 4 4 4 3 4 4 4 4 4 4 4 3

80 3 3 3 3 3 3 3 3 3 3 3 3 3 3

81 3 3 3 3 3 3 3 3 3 3 3 3 3 3

82 3 3 3 3 3 3 3 3 3 3 3 3 3 3

83 3 3 3 3 3 3 3 3 3 3 3 3 3 3

84 3 3 3 3 3 3 3 3 3 3 3 3 3 3

85 3 3 3 3 3 3 3 3 3 3 3 3 3 3

86 3 3 3 3 3 3 3 3 3 3 3 3 3 3

87 3 3 3 3 3 3 3 3 3 3 3 3 3 3

89 3 3 3 3 3 3 3 3 3 3 3 3 3 3

88 3 3 3 3 3 3 3 3 3 3 3 3 3 3

83

89 3 3 3 3 3 3 3 3 3 3 3 3 3 3

90 3 3 3 3 3 3 3 3 3 3 3 3 3 3

91 3 3 3 3 3 3 3 3 3 3 3 3 3 3

92 3 3 3 3 3 3 3 3 3 3 3 3 3 3

93 3 3 3 3 3 3 3 3 3 3 3 3 3 3

94 3 3 3 3 3 3 3 3 3 3 3 3 3 3

95 3 3 3 3 3 3 3 3 3 3 3 3 3 3

96 3 4 4 4 4 3 4 4 4 4 4 4 4 4

97 3 4 4 3 4 4 3 4 4 4 4 3 4 4

98 3 3 3 3 3 3 3 3 3 3 3 3 3 3

99 4 4 4 4 4 4 3 3 4 4 4 4 4 4

100 3 3 3 3 3 3 3 3 3 3 3 3 3 3

101 4 4 4 4 3 3 4 3 4 4 4 4 4 3

102 3 3 3 3 3 3 3 3 3 3 3 3 3 3

103 4 4 4 4 3 3 4 4 4 3 3 4 4 4

104 3 3 3 2 4 3 2 4 3 2 2 3 3 3

105 3 3 3 3 3 3 4 3 4 3 3 3 3 3

106 4 4 4 4 3 3 3 3 4 3 4 4 4 4

107 1 1 2 2 3 2 2 3 1 3 1 1 2 2

Average 3,23 3,30 3,36 3,35 3,25 3,21 3,19 3,31 3,34 3,19 3,21 3,27 3,30 3,26

5. The Respondents' Perceptions On Grammar Items For Syllabus Design

Respondents Number of Questions

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1 4 4 4 3 3 3 3 3 4 3 2 2 2 3 2 4

2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 4 4 3 4 4 4 3

4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

5 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

6 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

7 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3

8 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3

9 4 4 4 3 4 4 4 4 4 3 4 4 3 4 4 3

10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

11 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

12 4 4 4 3 3 3 4 3 4 3 4 3 3 3 4 3

13 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

14 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

15 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

16 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

17 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

18 3 3 2 2 2 2 3 2 2 2 3 2 2 3 3 3

19 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

84

20 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

21 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

22 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

23 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

24 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

25 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

26 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

27 3 4 3 4 4 4 3 4 4 3 4 3 4 4 4 4

28 4 4 3 3 4 4 4 4 4 3 3 4 4 4 3 3

29 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

30 3 3 3 4 4 3 3 3 3 3 3 3 3 3 3 3

31 2 2 4 3 4 4 4 4 4 4 4 2 4 3 2 2

32 3 4 3 4 4 4 3 4 4 3 4 4 3 4 4 4

33 4 4 4 3 3 3 3 3 4 3 3 3 3 3 3 3

34 2 3 3 2 3 3 2 2 3 2 3 3 2 3 3 2

35 3 3 4 3 3 3 3 3 3 3 3 3 3 3 4 3

36 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4

37 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

38 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

39 3 3 3 3 3 3 3 4 4 3 3 4 2 3 3 3

40 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

41 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

42 3 3 4 3 4 4 4 4 4 3 4 4 3 4 4 4

43 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4

44 3 3 3 3 3 2 3 3 3 2 3 3 4 2 3 3

45 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 2

46 4 4 4 3 3 3 3 3 4 4 4 3 4 3 3 3

47 4 4 4 4 3 4 4 3 4 4 4 3 4 4 3 4

48 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

49 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

50 4 4 4 3 4 3 3 3 3 3 3 3 3 3 3 3

51 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

52 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 3

53 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

55 4 4 4 4 4 4 4 4 4 2 4 4 3 4 4 3

56 3 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4

57 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

58 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

59 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

60 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

61 3 2 3 3 3 4 3 2 2 2 3 3 3 3 2 3

62 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

63 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

85

64 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

65 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

66 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

67 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

68 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

69 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

70 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

71 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

72 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

73 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

74 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

75 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

76 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

77 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

78 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

79 4 4 3 3 4 4 4 4 4 4 4 4 4 4 4 4

80 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

81 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

82 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

83 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

84 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

85 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

86 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

87 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

89 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

88 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

89 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

90 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

91 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

92 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

93 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

94 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

95 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

96 4 4 4 3 3 3 4 4 4 3 4 4 4 4 4 3

97 3 4 4 4 4 3 3 4 4 4 3 4 4 4 4 4

98 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

99 3 3 3 3 4 4 4 4 4 4 4 4 4 4 3 3

100 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

101 4 4 3 4 4 4 4 4 4 3 3 4 4 4 4 4

102 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

103 4 4 4 3 4 4 4 4 4 3 4 4 3 4 4 3

104 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3

105 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

106 4 4 4 3 4 4 3 4 4 3 4 4 3 4 3 3

86

107 4 4 4 3 3 3 3 3 4 3 2 2 2 3 2 4

Average 3,28 3,30 3,30 3,21 3,29 3,26 3,26 3,27 3,33 3,17 3,29 3,25 3,21 3,28 3,25 3,21

6. The Students’ Perceptions On Learning Problems In English Course

Respondents Number of Questions

1 2 3 4 5 6 7 8 9 10 11 12 13

1 3 2 2 3 3 3 3 3 2 2 3 1 2

2 3 3 4 3 2 4 4 3 3 3 3 4 4

3 3 4 2 4 3 4 3 3 3 3 3 3 3

4 2 2 2 2 2 2 2 2 2 2 2 2 2

5 3 3 3 3 3 3 3 3 3 3 3 3 3

6 3 3 4 2 3 3 3 3 3 3 3 4 4

7 4 3 3 3 3 4 3 4 3 3 3 3 2

8 4 4 4 4 2 3 4 4 4 4 4 4 4

9 4 3 3 3 3 3 3 3 4 4 4 3 4

10 3 3 3 3 3 3 3 3 3 3 3 3 3

11 3 4 4 3 2 4 3 3 4 3 3 3 4

12 3 2 3 2 3 2 3 3 4 4 2 4 2

13 3 2 2 2 2 2 3 2 3 2 3 3 1

14 3 4 4 4 4 4 4 3 4 4 4 4 4

15 3 3 3 3 3 3 3 3 3 3 3 3 3

16 4 4 4 2 3 4 4 3 4 3 3 2 3

17 2 2 2 2 2 2 2 2 2 2 2 2 2

18 4 4 4 3 4 4 4 4 4 4 3 4 4

19 3 3 4 4 3 4 4 4 4 4 3 4 4

20 1 3 3 1 3 3 2 3 3 3 2 2 4

21 4 4 4 4 4 4 4 4 4 4 4 4 4

22 3 3 3 3 2 3 3 3 3 3 3 2 3

23 4 3 3 3 2 3 3 3 4 3 4 3 4

24 3 2 4 3 3 3 3 3 2 3 2 3 4

25 4 4 4 4 4 4 4 4 4 4 4 4 4

26 2 2 3 3 2 2 3 3 3 3 3 3 3

27 2 3 4 3 3 3 3 4 3 4 3 3 3

28 2 1 2 1 3 3 2 1 1 1 1 1 3

29 4 4 4 3 4 4 4 4 4 4 4 4 4

30 3 3 3 3 3 3 3 3 3 3 3 3 3

31 2 1 2 3 3 1 1 4 3 3 3 2 4

32 3 3 3 1 2 2 3 3 2 2 2 2 4

33 3 3 3 3 3 3 4 3 3 3 3 4 4

34 4 4 4 4 4 4 4 4 4 4 4 4 4

35 3 3 4 2 3 4 2 2 2 4 3 3 3

36 3 4 3 4 4 4 4 4 4 4 4 4 4

37 3 4 4 3 3 3 3 3 3 3 3 3 3

87

38 3 3 3 2 3 2 2 3 2 3 3 2 2

39 3 4 3 3 2 3 3 3 2 2 2 3 3

40 3 4 4 3 3 4 4 4 4 4 3 4 4

41 4 4 4 4 3 4 4 4 4 4 4 4 4

42 4 4 3 4 3 2 2 2 2 2 3 3 3

43 3 4 4 3 3 4 4 3 3 4 3 4 3

44 3 3 4 3 2 3 3 4 3 3 3 4 4

45 3 4 4 4 3 4 4 4 4 4 4 4 3

46 3 2 4 2 2 3 3 2 4 3 2 4 3

47 4 4 4 3 4 4 3 3 4 4 4 4 3

48 3 3 3 3 3 3 3 3 3 3 3 3 3

49 3 2 2 1 1 3 3 1 1 1 1 2 2

50 3 3 2 3 2 2 3 1 4 4 3 4 3

51 4 4 4 4 4 4 4 4 4 4 4 4 4

52 3 4 2 1 2 4 4 4 4 4 4 3 3

53 3 3 3 3 3 3 3 3 3 3 3 3 3

54 4 4 4 4 4 4 4 4 4 4 4 4 4

55 3 3 3 2 2 2 2 3 3 2 2 3 3

56 3 3 4 3 3 3 3 3 3 3 3 3 3

57 4 4 4 4 4 4 4 4 4 4 4 4 4

58 3 3 3 4 3 3 3 3 4 4 3 3 3

59 4 3 3 4 4 4 4 4 4 4 3 3 2

60 2 2 2 1 2 3 2 2 3 3 1 2 4

61 3 3 2 2 3 2 3 3 4 4 4 4 4

62 3 4 3 3 3 3 3 3 3 3 3 3 3

63 3 3 3 3 3 3 3 3 3 3 3 3 3

64 3 3 3 3 3 3 3 3 3 3 3 3 3

65 3 3 3 3 3 3 3 3 3 3 3 3 3

66 3 3 3 2 3 3 3 3 3 3 3 3 3

67 3 3 3 3 3 3 3 3 3 3 3 3 3

68 3 3 3 3 3 3 3 3 3 3 3 3 3

69 2 3 3 2 3 3 2 3 3 3 3 2 3

70 3 3 3 3 3 3 3 3 3 3 3 3 3

71 3 3 3 3 3 3 3 3 3 3 3 4 4

72 3 3 3 3 3 3 3 3 3 3 3 3 3

73 3 3 3 3 3 3 3 3 3 3 3 3 3

74 3 3 3 3 3 3 3 3 3 3 3 3 3

75 2 3 3 2 3 4 3 4 3 3 3 2 3

76 3 3 3 3 3 3 3 3 3 3 3 3 3

77 3 4 3 2 3 4 2 4 2 3 3 2 3

78 3 3 3 3 3 3 3 3 4 3 3 2 3

79 4 4 4 4 4 4 4 4 4 4 4 4 4

80 3 4 3 2 3 4 3 4 4 4 3 3 3

81 3 4 4 2 3 3 2 3 3 3 2 2 4

88

82 3 3 3 3 3 3 3 3 3 3 3 3 3

83 3 3 3 2 3 4 2 4 4 4 2 2 4

84 3 3 3 3 3 3 3 3 3 3 3 3 4

85 2 2 3 2 2 3 2 3 3 3 3 2 3

86 3 3 3 2 3 3 3 3 3 3 3 3 4

87 2 2 3 2 2 3 2 3 2 2 2 2 3

89 3 3 3 2 3 3 3 3 3 3 3 3 3

88 3 3 3 2 3 3 3 3 3 3 3 2 3

89 3 3 3 3 3 3 3 4 3 3 3 3 3

90 3 3 3 3 3 3 3 4 4 4 3 3 3

91 3 3 3 3 3 3 3 3 3 3 3 3 3

92 3 3 3 3 3 3 3 3 3 3 3 3 3

93 3 3 3 3 3 3 3 3 3 3 3 3 3

94 3 3 3 3 3 3 3 3 3 3 3 3 3

95 3 3 3 2 3 3 3 3 3 3 2 2 3

96 4 4 3 3 4 4 4 3 4 4 4 4 4

97 4 4 4 4 3 4 4 4 3 4 4 4 4

98 3 3 3 3 3 3 3 3 3 3 3 3 3

99 4 4 4 4 4 4 4 4 3 4 4 4 4

100 3 3 3 3 3 3 3 4 3 3 3 3 4

101 4 4 4 4 4 3 4 3 4 4 4 4 4

102 3 3 3 3 3 3 3 4 4 4 3 3 4

103 3 3 3 1 1 1 2 1 3 3 2 3 2

104 3 4 3 2 4 3 3 4 3 3 3 4 1

105 2 2 2 1 2 1 1 1 1 1 1 2 2

106 3 3 3 3 3 3 4 4 3 3 4 4 4

107 3 2 2 3 3 3 3 3 2 2 3 1 2

Average 3,23 3,30 3,36 3,35 3,25 3,21 3,19 3,31 3,34 3,19 3,21 3,27 3,30

7. Perceptions On The Students' English Learning Styles

Respondents Number of Questions

1 2 3 4 5 6 7 8 9 10

1 4 3 4 4 3 2 4 3 2 3

2 4 4 4 4 4 4 4 4 4 3

3 4 3 4 4 4 2 4 3 3 3

4 3 3 3 3 3 3 3 3 3 3

5 3 4 4 3 3 3 3 3 3 3

6 3 3 4 3 3 3 3 3 3 2

7 4 4 4 4 4 4 4 4 4 4

8 3 3 3 3 3 2 3 3 3 2

9 3 3 4 3 3 3 3 4 4 2

10 3 3 4 3 3 3 4 4 3 3

11 3 3 3 3 3 3 3 3 3 3

12 3 3 4 1 2 4 3 3 3 1

89

13 4 3 4 3 3 3 3 3 3 2

14 3 3 3 2 1 2 2 1 1 3

15 3 3 3 3 3 3 3 3 3 3

16 2 2 2 2 1 3 2 1 1 3

17 4 2 3 2 4 4 2 4 4 4

18 2 2 2 2 2 1 2 2 2 1

19 2 2 3 3 3 3 3 3 3 2

20 3 3 3 3 3 3 3 3 3 3

21 4 4 4 4 4 4 4 4 4 4

22 3 2 3 3 3 3 2 2 2 3

23 3 3 4 1 2 3 3 2 2 3

24 4 3 4 4 4 2 2 2 2 2

25 3 3 3 3 3 3 3 3 4 2

26 3 3 3 3 3 3 3 3 3 3

27 4 3 3 3 4 3 4 4 4 4

28 3 2 2 3 2 3 4 2 1 3

29 4 4 4 1 2 4 4 4 4 4

30 4 2 3 2 2 3 2 2 1 3

31 4 2 3 2 4 4 4 4 4 3

32 2 4 4 3 2 3 3 4 3 3

33 2 3 3 3 2 3 3 3 3 2

34 3 2 3 3 2 1 3 2 3 1

35 4 3 2 2 3 3 4 4 4 3

36 4 4 4 4 4 4 4 4 4 4

37 3 3 3 3 3 3 3 2 2 2

38 3 3 4 3 3 2 2 2 3 4

39 1 2 2 2 3 3 3 3 3 2

40 4 4 3 3 3 3 3 3 3 4

41 3 3 3 3 3 3 3 3 3 3

42 3 3 3 2 3 2 3 3 3 4

43 4 2 3 4 3 3 4 4 4 4

44 3 3 4 2 3 3 3 3 3 3

45 3 3 3 3 3 3 4 4 4 4

46 3 3 3 1 3 3 4 3 2 3

47 2 1 3 1 1 4 3 3 2 2

48 3 3 3 3 3 3 3 3 3 3

49 4 4 4 4 4 4 4 4 4 4

50 4 3 3 3 4 4 4 4 4 4

51 4 4 4 4 4 4 4 4 4 4

52 4 2 4 3 3 3 4 3 4 2

53 3 3 3 3 3 3 3 3 3 3

54 4 4 4 4 4 3 2 3 4 4

55 4 3 3 2 2 2 3 2 2 4

56 3 3 3 3 3 3 3 3 3 3

90

57 4 4 4 4 4 4 4 4 4 4

58 4 4 4 4 4 4 4 4 4 4

59 2 4 4 4 4 2 2 3 3 3

60 4 4 4 4 4 4 4 4 4 4

61 4 3 3 3 4 2 2 3 3 4

62 3 3 3 2 3 3 3 3 3 3

63 3 3 3 3 3 3 3 3 3 3

64 3 3 3 3 3 3 3 3 3 3

65 3 3 3 3 3 3 3 3 3 3

66 3 3 3 3 3 3 3 3 3 3

67 3 3 3 3 3 3 3 3 3 3

68 3 3 3 3 3 3 3 3 3 3

69 3 3 3 3 3 3 3 3 3 3

70 3 3 3 3 3 3 3 3 3 3

71 3 3 3 3 3 3 3 3 3 3

72 3 3 3 3 3 3 3 3 3 3

73 3 3 3 3 3 3 3 3 3 3

74 3 3 3 3 3 3 3 3 3 3

75 3 2 3 3 2 3 3 3 3 3

76 3 2 3 3 2 3 3 3 3 3

77 3 2 3 2 2 3 4 2 3 3

78 2 2 3 2 1 2 3 2 2 1

79 4 4 4 3 4 4 4 4 4 4

80 2 2 3 1 1 2 3 2 2 1

81 4 3 3 2 1 2 4 2 2 1

82 2 2 2 2 2 2 2 2 2 2

83 3 3 3 1 1 2 3 1 1 1

84 3 3 3 3 3 3 3 3 3 3

85 2 3 3 1 1 3 3 2 2 2

86 3 3 3 2 1 3 3 3 3 2

87 3 3 3 2 1 3 3 2 2 2

89 3 2 3 2 1 3 3 3 3 2

88 3 2 3 1 1 3 4 2 3 1

89 3 3 3 2 1 3 3 2 3 2

90 3 3 3 1 1 3 3 2 2 1

91 3 2 3 1 1 3 3 1 2 1

92 3 3 3 1 1 3 3 2 2 1

93 3 3 3 1 1 3 3 2 2 1

94 3 2 3 1 1 3 3 2 2 1

95 3 3 3 1 1 3 3 3 3 1

96 4 4 4 3 3 4 4 4 4 4

97 4 4 4 3 3 4 4 4 4 4

98 3 3 3 1 1 3 3 2 2 1

99 4 4 4 4 4 4 4 4 3 4

91

100 2 2 3 1 1 3 3 2 2 1

101 4 4 4 4 3 3 3 4 4 4

102 3 2 3 1 1 2 3 2 2 1

103 4 3 4 3 4 2 3 4 4 4

104 1 1 1 1 1 1 1 1 1 1

105 4 4 4 4 4 3 3 4 4 4

106 4 2 4 4 4 2 4 3 2 4

107 4 3 4 4 3 2 4 3 2 3

Average 3,18 2,93 3,24 2,64 2,65 2,95 3,15 2,92 2,92 2,76

8. The Respondents' Perceptions On The Students' English Learning

Preferences

Respondents Number of Questions

1 2 3 4 5 6 7 8 9

1 4 3 4 4 3 2 4 3 2

2 4 4 4 4 4 4 4 4 4

3 4 3 4 4 4 2 4 3 3

4 3 3 3 3 3 3 3 3 3

5 3 4 4 3 3 3 3 3 3

6 3 3 4 3 3 3 3 3 3

7 4 4 4 4 4 4 4 4 4

8 3 3 3 3 3 2 3 3 3

9 3 3 4 3 3 3 3 4 4

10 3 3 4 3 3 3 4 4 3

11 3 3 3 3 3 3 3 3 3

12 3 3 4 1 2 4 3 3 3

13 4 3 4 3 3 3 3 3 3

14 3 3 3 2 1 2 2 1 1

15 3 3 3 3 3 3 3 3 3

16 2 2 2 2 1 3 2 1 1

17 4 2 3 2 4 4 2 4 4

18 2 2 2 2 2 1 2 2 2

19 2 2 3 3 3 3 3 3 3

20 3 3 3 3 3 3 3 3 3

21 4 4 4 4 4 4 4 4 4

22 3 2 3 3 3 3 2 2 2

23 3 3 4 1 2 3 3 2 2

24 4 3 4 4 4 2 2 2 2

25 3 3 3 3 3 3 3 3 4

26 3 3 3 3 3 3 3 3 3

27 4 3 3 3 4 3 4 4 4

28 3 2 2 3 2 3 4 2 1

92

29 4 4 4 1 2 4 4 4 4

30 4 2 3 2 2 3 2 2 1

31 4 2 3 2 4 4 4 4 4

32 2 4 4 3 2 3 3 4 3

33 2 3 3 3 2 3 3 3 3

34 3 2 3 3 2 1 3 2 3

35 4 3 2 2 3 3 4 4 4

36 4 4 4 4 4 4 4 4 4

37 3 3 3 3 3 3 3 2 2

38 3 3 4 3 3 2 2 2 3

39 1 2 2 2 3 3 3 3 3

40 4 4 3 3 3 3 3 3 3

41 3 3 3 3 3 3 3 3 3

42 3 3 3 2 3 2 3 3 3

43 4 2 3 4 3 3 4 4 4

44 3 3 4 2 3 3 3 3 3

45 3 3 3 3 3 3 4 4 4

46 3 3 3 1 3 3 4 3 2

47 2 1 3 1 1 4 3 3 2

48 3 3 3 3 3 3 3 3 3

49 4 4 4 4 4 4 4 4 4

50 4 3 3 3 4 4 4 4 4

51 4 4 4 4 4 4 4 4 4

52 4 2 4 3 3 3 4 3 4

53 3 3 3 3 3 3 3 3 3

54 4 4 4 4 4 3 2 3 4

55 4 3 3 2 2 2 3 2 2

56 3 3 3 3 3 3 3 3 3

57 4 4 4 4 4 4 4 4 4

58 4 4 4 4 4 4 4 4 4

59 2 4 4 4 4 2 2 3 3

60 4 4 4 4 4 4 4 4 4

61 4 3 3 3 4 2 2 3 3

62 3 3 3 2 3 3 3 3 3

63 3 3 3 3 3 3 3 3 3

64 3 3 3 3 3 3 3 3 3

65 3 3 3 3 3 3 3 3 3

66 3 3 3 3 3 3 3 3 3

67 3 3 3 3 3 3 3 3 3

68 3 3 3 3 3 3 3 3 3

69 3 3 3 3 3 3 3 3 3

70 3 3 3 3 3 3 3 3 3

71 3 3 3 3 3 3 3 3 3

72 3 3 3 3 3 3 3 3 3

93

73 3 3 3 3 3 3 3 3 3

74 3 3 3 3 3 3 3 3 3

75 3 2 3 3 2 3 3 3 3

76 3 2 3 3 2 3 3 3 3

77 3 2 3 2 2 3 4 2 3

78 2 2 3 2 1 2 3 2 2

79 4 4 4 3 4 4 4 4 4

80 2 2 3 1 1 2 3 2 2

81 4 3 3 2 1 2 4 2 2

82 2 2 2 2 2 2 2 2 2

83 3 3 3 1 1 2 3 1 1

84 3 3 3 3 3 3 3 3 3

85 2 3 3 1 1 3 3 2 2

86 3 3 3 2 1 3 3 3 3

87 3 3 3 2 1 3 3 2 2

89 3 2 3 2 1 3 3 3 3

88 3 2 3 1 1 3 4 2 3

89 3 3 3 2 1 3 3 2 3

90 3 3 3 1 1 3 3 2 2

91 3 2 3 1 1 3 3 1 2

92 3 3 3 1 1 3 3 2 2

93 3 3 3 1 1 3 3 2 2

94 3 2 3 1 1 3 3 2 2

95 3 3 3 1 1 3 3 3 3

96 4 4 4 3 3 4 4 4 4

97 4 4 4 3 3 4 4 4 4

98 3 3 3 1 1 3 3 2 2

99 4 4 4 4 4 4 4 4 3

100 2 2 3 1 1 3 3 2 2

101 4 4 4 4 3 3 3 4 4

102 3 2 3 1 1 2 3 2 2

103 4 3 4 3 4 2 3 4 4

104 1 1 1 1 1 1 1 1 1

105 4 4 4 4 4 3 3 4 4

106 4 2 4 4 4 2 4 3 2

107 4 3 4 4 3 2 4 3 2

Average 3,18 2,93 3,24 2,64 2,65 2,95 3,15 2,92 2,92

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APPENDIX 4

THE RESULT OF INTERVIEWS

Respondent 1 (Annas Januarto)

1. In my opinion learning English in Islamic education department is less

important, because in the Islamic religious education department the

language that is more often used is Arabic and the term that often appears

in every topic of discussion is the term Arabic. But English is important if

used for the future because if we become teachers at an institute (school)

on an international scale, of course we as teachers are required to be able

to speak English because the institute uses English as our daily language.

(Menurut saya belajar bahasa inggris di pendidikan agama islam kurang

penting, karena di jurusan pendidikan agama islam bahasa yang lebih

sering digunakan adalah bahasa arab dan istilah-itlah yang sering

muncul disetiap topik pembahasan adalah istilah bahasa arab. Tetapi

bahasa inggris penting jika digunakan untuk masa depan karena jika kita

menjadi guru di sebuah institut (sekolah) yang berskala internasional,

tentu kita sebagai guru dituntut bisa berbahasa inggris karena institut

tersebut memakai bahasa inggris sebagai bahasa keseharian.)

2. Yes, it has increased, in my class year English courses were no longer

taught but my and other friends got English material through the PIBA

program which I think helps me to improve my English.

(Ya meningkat, ditahun angkatan saya mata kuliah bahasa inggris sudah

tidak diajarkan tetapi saya dan teman-teman yang lain mendapat materi

95

bahasa inggris melalui program PIBA yang menurut saya membantu

saya untuk meningkatkan bahasa inggris saya.)

3. Pronunciation is a component of English that is important to learn

because when we talk to foreigners we often have difficulty

understanding their pronunciation or when watching foreign films.

Because their pronunciation with our pronunciation is very different,

especially the way they speak has a fast tone.

(Pronounciation adalah komponen dari bahasa inggris yang penting

untuk dipelajari, karena ketika kita berbicara dengan orang asing kita

sering kesulitan memahami pengucapan yang mereka lontarkan atau

ketika sedang menonton film luar negeri. Karena pengucapan mereka

dengan pengucapan kita sangat berbeda, terlebih cara mereka berbicara

memiliki nada yang cepat.)

4. My goal is when I was a teacher in the future and my students ask about

something related to English, I can help them.

(Tujuan saya yaitu ketika saya menjadi guru di masa depan dan ada

murid saya yang bertanya tentang sesuatu yang berkaitan dengan bahasa

inggris, saya bisa membantunya.)

5. Grammar component is the most difficult, because it is difficult to

distinguish between grammar used for the past, present and future.

(Grammar komponen paling sulit, karena sulit membedakan antara

grammar yang digunakan untuk masa lalu, masa sekarang dan masa

yang akan datang.)

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6. Practice or interactive methods, because we are told to apply them

directly which can help us practice our English language skills. And in

my opinion English is a subject that should be more practical than theory.

(Metode practice atau interaktif, karena kita disuruh langsung

menerapkannya yang dapat membantu kita melatih kemampuan bahasa

inggris yang dimiliki. Dan menurut saya bahasa inggris adalah mata

pelajaran yang harus lebih banyak praktik dibandingkan dengann teori.)

Responden 2 (Gufrah Risman)

1. Very important, because English is a global language. Even though when

the learning process in the Islamic religious education department is

basically Arabic, in the future English is very often used, for example

when preaching abroad other than Arab countries and its surroundings, it is

certain that the language used is English when preaching.

(Iya meningkatkan, tetapi tidak banyak. Speaking, karena tujuan belajar

bahasa inggris agar bisa berbicara bahasa inggris. Jadi kemampuan

berbicara adalah kemampuan yang sangat penting dipelajari.)

2. It does improve, but not by much.

(Iya meningkatkan, tetapi tidak banyak.)

3. Speaking, because the purpose of learning English is to be able to speak

English. So the ability to speak is a very important ability to learn.

(Speaking, karena tujuan belajar bahasa inggris agar bisa berbicara

bahasa inggris. Jadi kemampuan berbicara adalah kemampuan yang

sangat penting dipelajari.)

97

4. As I said before, the goal of learning English is to be able to speak

English. So the goal is for communication.

(Seperti yang sebelumnya saya katakana, tujuan dari belajar bahasa

inggris agar bisa berbicara menggunakan bahasa inggris. Jadi tujuannya

yaitu untuk komunikasi)

5. The difficulties I experienced in English are speaking and reading.

(Kesulitan yang saya alami dalam bahasa inggris yaitu speaking dan

reading)

6. The method that makes me more happy in learning English is the method

in which there are games such as quizzes, because learning English is not

something easy. Therefore, with the games method, I don't get bored when

studying.

(Metode yang membuat saya lebih senang dalam belajar bahasa inggris

adalah metode yang didalamnya ada games seperti kuis, karena belajar

bahasa inggris bukan sesuatu yang mudah. Oleh karena itu dengan

adanya metode games membuat saya tidak bosan ketika belajar.)

Responden 3 (Ahammd Fauzan)

1. Less important, but must be learned as an international language.

(Tidak terlalu penting, tetapi wajib dipelajari sebagai bahasa

internasional.)

2. Getting English material helps me make it easier to do the assignments

given by the lecturer.

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(Mendapat materi bahasa inggris memmbantu saya mempermudah untuk

mengerjakan tugas yang diberikan oleh dosen.)

2. Speaking is an important skill to learn as a language of instruction.

(Speaking adalah keterampilan yang penting dipelajari sebagai bahasa

pengantar.)

3. The goal is to make it easier for me to study in the future.

(Tujuannya yaitu agar mempermudah saya untuk belajar di masa depan.)

4. The most difficult speaking in English and pronunciation. Because it is

difficult to understand the speech of the other person, especially a

foreigner.

(Speaking yang paling sulit dalam bahasa inggris dan pronounciation.

Karena sulit memahami ucapan lawan bicara terutama orang asing.)

5. An interesting learning method in my opinion depends on the material

provided, but because I like to write, the writing method or methods

related to writing are methods that make me happy.

(Metode pembelajaran yang menarik menurut saya tergantung dengan

materi yang diberikan, tetapi karena saya suka menulis jadi metode

menulis atau metode yang berkaitan dengan tulisan adalah metode yang

membuat saya senang.)

Respondent 4 (Sabaruddin)

99

1. Very important, because knowing a foreign language makes it

easier for us to be successful. But because my background is

Islamic education, the media that makes it easy for me to be

successful is the media of da'wah in English if you want a national

scale.

(Sangat penting, karena mengetahui bahasa asing memudahkan

kita menuju kesuksesan. Tetapi karena latar belakang saya adalah

pendidikan islam, maka media yang memudahkan saya menuju

kesuksesan adalah media dakwah dalam bahasa inggris jika ingin

skala nasional.)

2. Can increase someone's English skills but according to their

interests. And English skills for me are used for knowledge.

(Bisa menambah kemampuan bahasa inggris seseorang tapi sesuai

dengan minat mereka. Dan kemampuan bahasa inggris bagi saya

digunakan untuk pengetahuan.)

3. Reading and translating are important skills learned in Islamic

religious education, because when we write Islamic journals on a

national scale, those skills are definitely needed. In addition,

speaking is also important because it is for da'wah.

(Membaca dan menerjemahkan adalah keterampilan yang penting

dipelajari di pendidikan agama islam, karena ketika kita menulis

jurnal islam yang skalanya nasional pasti keterampilan itu yang

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dibutuhkan. Selain itu speaking juga penting karena untuk

dakwah.)

4. The goal is that we can contribute with other countries, that's why it

is important to learn English because English is a global language.

(Tujuannya yaitu kita bisa berkontribusi dengan Negara lain,

itulah mengapa bahasa inggris penting dipelajari karena bahasa

inggris adalah bahasa global.)

5. Reading, because writing with different readings. That's the

difficulty in my opinion.

(Reading, karena tulisan dengan bacaan berbeda. Itulah

kesulitannya menurut saya.)

6. Theory and Practice are learning methods that make it easier for me

to understand English lessons.

(Teori dan Praktek adalah metode pembelajaran yang

memudahkan saya dalam memahami pelajaran bahasa Inggris.)

Responden 5 (Nurul Akikah)

1. Learning English is important in Islamic education department.

(Belajar bahasa inggris yaitu penting di pendidikan agama islam.)

2. Yes, it can increase English language skills as an additional

knowledge that we have

(Belajar bahasa inggris yaitu penting di pendidikan agama islam).

3. Speaking, when abroad helps me interact with the people there.

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(Speaking, ketika keluar negeri membantu saya berinteraksi dengan

masyarakat disana.)

4. My goal is to learn English so that I can understand the speech of

foreigners and make it easier for me to interact with them.

(Tujuan saya belajar bahasa inggris agar saya bisa paham dengan

ucapan orang asing dan dapat memudahkan saya untuk berinteraksi

dengan mereka.)

5. The difficulty of English is listening, because several vocabularies in

English have the same speech

(Kesulitan dari bahasa inggris adalah listening, karena ada beberapa

kosakata dalam bahasa inggris memiliki ucapan yang sama.)

6. The method of memorizing vocabulary is a method that makes me

happy to learn English.

(Metode menghapal kosakata adalah metode yang membuat saya

senang belajar bahasa inggris.)

Responden 6 (Agung Taufiq Islam)

1. Actually, English is not very important if it relates to our major, which

is more offensive to Arabic, but it is different when it comes to me

personally that English is very important. Because it can be seen that

English is a global language that every country must already

understand English, therefore the existence of English learning

courses helps me in improving my English skills, and it cannot be

102

denied that if one day I being a teacher at a school that has basic used

of English, I can apply it.

(Sebetulnya bahasa inggris tidak terlalu penting jika itu berkaitan

dengan jurusan kami yang basicnya lebih menyinggung kepada

bahasa arab, akan tetapi lain halnya jika berkaitan dengan saya

pribadi bahwa Bahasa Inggris sangat penting. Karena dapat

diketahui Bahasa Inggris adalah bahasa global yang setiap Negara

harus sudah paham dengan bahasa inggris, oleh karena itu dengan

adanya mata kuliah pembelajaran bahasa inggris sangat membantu

saya dalam meningkatkan kemampuan Bahasa Inggris yang saya

miliki, dan tidak dapat di pungkiri bahwa jika suatu saat saya menjadi

pengajar di suatu sekolah yang memiliki basic menggunakan Bahasa

Inggris saya bisa mengaplikasikannya.)

2. Yes, I can improve my English skills if I get English material, but the

material provided must be by the ability level of each individual

because they have different levels of ability in understanding English.

(Iya dapat meningkatkan kemampuan bahasa inggris saya jika saya

mendapatkan materi bahasa inggris, tetapi materi yang diberikan

harus sesuai dengan tingkat kemampuan setiap individunya karena

mereka memiliki tingkat kemampuan yang berbeda-beda dalam

memahami bahasa inggris.)

3. Reading is an important English skill to learn, because in reading

English topics we must understand them and not just read.

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(Reading merupakan keterampilan bahasa inggris yang penting untuk

dipelajari, karena dalam membaca topik bahasa inggris kita harus

memahaminya dan bukan hanya sekedar membaca saja.)

4. Because English is a world language, my goal is to learn it to be able

to interact in an international scope.

(Karena bahasa inggris adalah bahasa dunia, jadi tujuan saya

mempelajarinya untuk bisa berinteraksi dalam ruang lingkup

internasional.)

5. Listening is the most difficult to understand, because the

pronunciation spoken by foreigners is very difficult to understand. So

if we learn listening it can help us overcome problems in

pronunciation

Listening paling sulit dipahami, karena pronounciation yang

diucapkan oleh orang asing sangat sulit untuk dimengerti. Jadi jika

kita belajar listening dapat membantu kita mengatasi masalah di

pronounciation.

6. Games, because each game can find new vocabulary and the

vocabulary can increase the vocabulary that I have.

(Games, karena disetiap games dapat menemukan kosakata baru dan

kosakata tersebut dapat menambah kosakata yang saya miliki.)

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Responden 7 (Aan Dwi Mujaddid)

1. In my opinion, English in Islamic religious education is less

important, because in my major I study Arabic more. But for me

personally that English is important.

(Bahasa inggris di pendidikan agama islam menurut saya kurang

penting, karena dijurusan saya lebih banyak mempelajari bahasa

arab. Tetapi untuk saya pribadi bahwa bahasa inggris itu penting.)

2. Helped, because from not knowing to knowing.

(Terbantu, karena dari tidak tahu menjadi tahu.)

3. Speaking and reading skills are important to learn.

(Speaking dan reading keterampilan yang penting untuk dipelajari.)

4. Because English is the national language, my goal is to learn English

to interact and communicate. In addition, English language skills are

very much needed for my career, as I know and maybe many people

also know. Now when we want to register ourselves in a private or

public company, they conduct an interview session using English. I

found out through my friend firsthand when he applied for a job at a

private company. Apart from working in the world of work, when we

want to continue our studies in private universities, many people use

English as their language of instruction. That's why learning English is

very important to me.

(Karena bahasa inggris adalah bahasa nasional jadi tujuan saya

mempelajari bahasa inggris untuk berinteraksi dan berkomunikasi.

105

Selain itu kemampuan bahasa inggris sangat dibutuhkan untuk karir

saya, seperti yang saya tau dan mungkin banyak orang juga tau.

Sekarang ketika kita ingin mendaftarkan diri kita di salah satu

perusahaan swasta maupun negeri, pihak mereka melakukan sesi

wawancara dengan menggunakan Bahasa inggris. Saya

mengetahuinya melalui teman saya secara langsung ketika dia

melamar pekerjaan di perusahaan swasta. Selain di dunia pekerjaan,

ketika kita ingin melanjutkan studi di perguruan swasta sudah banyak

menggunakan bahasa inggris sebagai bahasa pengantar mereka.oleh

karena itu mengapa belajar bahasa inggris sangat penting untuk

saya.)

5. Listening and writing are the most difficult in my opinion to learn.

(Listening dan writing yang menurut saya paling sulit dipelajari.)

6. Watching movies because it can add new vocabulary and learn to

listen to speech from movies.

(Menonton film karena dapat menambah kosakata baru dan belajar

mendengarkan ucapan dari filmWatching movies because it can add

new vocabulary and learn to listen to speech from movies.)

Responden 8 (Khairul Anwar A.)

1. Less important because I study Arabic more in majors than English.

(Kurang penting karena saya lebih banyak mempelajari bahasa arab

dijurusan dibandiingkan bahasa inggris.)

106

2. Of course it helps improve my English skills, because the more

knowledge I have, the more knowledge I have.

(Tentu membantu meningkatkan kemampuan bahasa inggris saya,

karena semakin bertambah pengetahuan semakin banyak juga

pengetahuan yang dimiliki.)

3. All of skills in English have mutual importance, but in my opinion

speaking skills are the most important.

(Semua keterampilan yang ada dalam bahasa inggris memiliki

kepentingan satu sama lain, tetapi menurut saya keterampilan

berbicara adalah yang penting.)

4. My goal is to be able to communicate with foreigners, that's why I

chose speaking skills to learn.

(Tujuan saya untuk bisa berkomunikasi dengan orang asing, itulah

mengapa sebelumnya saya memilih keterampilan berbicara untuk di

pelajari.)

5. Currently all skills in English are very difficult for me, but the most

difficult ones are listening and grammar.

(Saat ini semua keterampilan dalam bahasa inggris sangat sulit untuk

saya, tetapi yang paling sulit itu listening dan grammar.)

6. The direct method of practice, which I know English is a subject that

is more practical than theory.

107

(Metode langsung praktik, yang saya tahu bahasa inggris adalah

mata pelajaran yang lebih banyak praktik dibandingkan dengan

teori.)

Responden 9 (yudiarti fajriah rusdi, S.Pd. M.Pd.)

1. I think learning English in all majors is very important because we

have a plus when we have the ability to speak. Especially in the

department of Islamic religious education, I think it is very important

because the standards of UIN students are required to be able to

communicate in foreign languages including English and Arabic and

for schools such as private or public, they are required to use a foreign

language or English. In Makassar, there are already several schools,

especially Islamic international schools, maybe in the future students

from the Islamic religious education department can teach at these

schools, they are not surprised by learning two languages.

(Menurut saya pembelajaran bahasa inggris di semua jurusan sangat

penting karena kita mempunyai nilai plus disaat kita mempunyai

kemampuan berbahasa. Khususnya di jurusan pendidikan agama islam

menurut saya sangat penting karena standar dari UIN mahasiswa

diharuskan untuk bisa komunikasi dengan bahasa asing termaksud

bahasa inggris dan bahasa arab dan untuk sekolah-sekolah seperti

swasta atau negeri sudah diharuskan untuk menggunakan bahasa

asing atau bahasa inggris. Di Makassar sudah ada beberapa sekolah

khususnya yang Islamic international school, mungkin untuk dimasa

108

depan mahasiswa dari jurusan pendidikan agama islam bisa mengajar

disekolah tersebut tidak kaget dengan pembelajaran dua bahasa.)

2. I always emphasize in class that there are two important English

lessons, the first is vocabulary and self-confidence because many

students from the Islamic religious education department tend to be

afraid of making mistakes in learning because of their lack of

confidence. So it is expected that all students are at least in the belief

that learning is mandatory to have.

(Selalu saya tekankan di kelas bahwa ada dua pembelajaran bahasa

inggris yang penting, yang pertama kosakata dan kepercayaan diri

karena banyak mahasiswa dari jurusan pendidikan agama islam

cenderung takut salah dalam belajar karena kurangnya kepercayaan

dirinya. Jadi diharapkan semua mahasiswa setidaknya dalam

kepercayaan pembelajaran wajib untuk dimiliki.)

3. I lack confidence when I say "yes" but when in class I always

emphasize it is confidence to speak because they are prospective

teachers and educators. So during the learning process, what I

emphasized was the speaking ability of the students, but for grammar

and other materials, I still taught them at the beginning for their

speaking needs. For example, when students have received the

material, students are required to put it into practice immediately. In

my opinion, the class I teach is still classical in teaching, meaning that

when learning grammar, after learning the material, the formulas and

109

rules must be memorized. For example, when I give "past tense"

material for this week and next week, students are ready to speak

individually or can respond when I ask them or when other students

are explaining the material, other students can respond using grammar

or material that been taught before.

(Saya kurang percaya diri jika saya mengatakan “iya” tapi ketika

didalam kelas selalu saya tekankan itu kepercayaan diri untuk

bebicara karena mereka adalah calon guru dan pendidik. Jadi selama

proses pembelajaran yang saya tekankan yaitu di kemampuan

berbicara dari mahasiswa, tetapi untuk materi grammar dan lain-lain

tetap saya ajarkan di awal untuk kebutuhan berbicaranya. Contoh

ketika sudah mendapatkan materi, mahasiswa diharuskan langsung

mempraktikkannya. Menurut saya kelas yang saya ajar masih klasik

dalam mengajar, maksudnya seperti saat belajar grammar setelah

pembelajaraan materi tersebut harus dihapal rumus dan aturannya.

Contohnya saat saya memberikan materi “past tense” untuk pekan ini

selanjutnya untuk pekan depan mahasiswa sudah siap untuk

perorangnya maju kedepan berbicara atau bisa merespon saat saya

bertanya kepada mereka atau saat mahasiswa lainnya sedang

menjelaskan materi maka mahasiswa lainnya bisa merespon pakai tata

bahasa atau materi yang telah diajarkan sebelumnya.)

4. As I explained earlier, the practical method is the method I use in my

class and many students prefer it. Most of the material is one to two

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grammar and after that practice, evaluation and usually before the

final exam gives a listening session.

(Seperti yang saya jelaskan sebelumnya, metode praktik adalah metode

yang saya gunakan didalam kelas saya dan banyak mahasiswa lebih

menyukainya. Kebanyakan materi satu sampai dua grammar dan

setelah itu praktik, evaluasi dan biasanya sebelum ujian akhir

memberikan sesi listening.)

5. Most of the students have a fear of being wrong, so they have less

productive abilities such as writing and speaking. For writing, there

are still errors, namely in pronunciation, articles. As for specing errors

in general, namely errors in pronunciation or use of grammar. And

enough reading and listening skills easy for them to learn.

(Kebanyakan dari mahasiswa memiliki rasa takut salah, jadi produktif

kemampuannya yang masih kurang seperti writing dan speaking.

untuk di writing masih ada kesalahannya yaitu di pengucapan, artikel.

Sedangkan untuk speking kesalahan pada umumnya yaitu di

kesalahan pengucapan atau penggunaan tata bahasa. Dan untuk

kemampuan reading dan listening cukup mudah untuk dipelajari.)

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CURRICULUM VITAE

Anisa Aurelia, was born on May, 11th 1999 in Jakarta, Province of

Nourth Jakarta. She is the second child of A. Ahad Ahcmad, &, Rostiana

Rumalutur, and she has one brother named Rezky Maulana Fajri and one sister

named Faradila Angraeni. She began her study in SDN Rawabadak Selatan 03

Pagi and graduated in 2011. Then, she continued her secondary school at MTs Al-

Muhajurin and graduated in 2014. After that, she continued her Senior High

School at SMA Negeri 1 Tinambung and graduated in 2017. She continued her

studies as a student in college at Islamic Stated University of Alauddin Makassar

(UINAM). She chooses the English Ecucation Department, Tarbiyah and

Teaching Science Faculty as her major.