Designing English Syllabus for Islamic Education Study Program at IAIN Palopo

This research aimed to design the English syllabus for first semester students of the Islamic Education Study Program at IAIN Palopo. Based on the observation in June 2019, the researcher found several problems from the previous syllabus, such as the syllabus used general English, not specific English; the syllabus served a little portion of the discussion on topics of students’ needs and interest s of Islamic Education. The research design used in this research was Research and Development (R&D) utilized the 4D model. It consists of defining, designing, developing, and disseminating. The procedures included analyzing English materials needed by the students of the Islamic Education study program then design the syllabus. The designed English syllabus for students of the Islamic Education study program at IAIN Palopo includes learning goals, learning material, learning methodology, learning indicators, and learning media. The product was tried out to the second semester of students of the Islamic Education study program at IAIN Palopo. The instruments were used in this research were questionnaires for need analysis and observation sheets for three expert validators and students’ perception . In this research, three experts were involved in order to validate the product. There were five systematic aspects that they validate of the product: Format Syllabus, Syllabus Content, Language and Writing, and Time allocation. Therefore, the result indicated that based on the experts ’ validation as well as try-out design result, the product of this research was appropriate to be applied for students of the Islamic study program in the first semester as the primary syllabus for the English course.


INTRODUCTION
English as a foreign language (EFL) teaching is considered to be a compulsory subject at IAIN Palopo where the students have to pass four until six credits of English courses before graduation especially for non-English Department.EFL consists of two categories, including English for General Purposes (EGP) and English for Specific Purposes (ESP).EGPdefined as an English teaching that teaches overall English competence to the students where needs cannot be readily specified.Whereas ESP refers to an English teaching in which all the content and the method are given based on the students' needs.Based on the observation by the researcher, Islamic Education Study Program is one of the non-English departments at IAIN (Institut Agama Islam Negeri) Palopo which learn English for three semester or six credits.This study program changed over from applying EGP to ESP for English course named English for Islamic Education.It is especially intend to meet particular instructional objectives such as to enable students reading English text, writing an English paper, listening an English speech, making presentation end etc. that is relevant with the students' field of study i.e Islamic Education.However, the

Defining
In this phase,the researcher collected the information about the learners' needs for learning English.The information was about target needs (needs, lacks, and wants) and learning needs (activities and setting).The researcher also did interview with the English lecturer, Islamic lecturers' and the alumnus of Islamic Education Study Program for additional information about the learners' needs.This analysis was used by the researcher to determine the suitable English syllabus for the Islamic Education Study Program Students of IAIN Palopo.

Designing
In this phase,the researcher designedthe product based on the result of learners' need analyses.The researcher designed a product which refers to an English syllabus based on defining phase previously.

Developing
In this phase, the researcher developed the English syllabus based on the experts 'and users' validity as well as the result of try-out.In this step, the researcher developed the product with good validities from three experts' judgments (Curriculum developer, Islamic Education lecturer/Islamic material expert, English lecturer/English material expert) and the users (learners).It purposed to get some feedback which revises the syllabus based on them.In this phase, the materials that had been designed and developed will be revised again as a final draft of the product.
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Disseminating
The product that had been developed and revised based on the judgments previously would be disseminated in this phase.It would be published trough seminar, social media, journal, etc. for supporting disseminating.

Subject and Object of the Research
The Population in this research was all the students at the first semester, Islamic Education Study Program, Tarbiyah and Teacher Training Faculty, they are five classes in the class of 2018 with amount of students is 181.The sample of this research was 70 students that had been conducted by using random sampling technique.

Technique and Data Collection Instrument
1. Interview, the researcher did some interviews with Islamic students and Islamic Education teachers.The interviews are used to collect the information about target need (goal in learning English).
2. Questionnaires, the questionnaires items consists of some target needs (necessity, wants, lacks)and target needs that was spreaded through google form.
Data Analysis Techniques 1. Interview, the result of interview had been analyzed by using descriptive qualitative method.2. Questionnaire, the conducted data from the needs analysis questionnaire, which are distributed to the learners in need assessment phase, is described based on the answers that the learners choose to represent their needs.The result of this need assessment questionnaire will be calculated using the following formula.

𝑁
x 100% X = the mean ∑  = the number of the students who have the same answer  = the total number of the students After calculating the mean score of each material topic, the researcher would define them as an appropriate English syllabus for Islamic Education

The Result of Interview
There were two items of the questions used as interview guide: (1) in your opinion, how important is English for Islamic Education?and (2) Explain your reason of the answer of the first question.There were several statements about these questions as representative answered of Islamic students: "I think English is very important to learn because it is an international language because if we want to continue our study abroad, we will need English for study and communication" "English is very important to us because it will help us to delivered Islamic speech around the world.Without knowing English, it is impossible to do it considering English is a worldwide language" 2. The Result of Need Analysis Questionnaire a. Target Need 1) Need The first question of needs was about the Islamic students' goal in learning English.The results were 25% of students chose to use English for teaching Islamic Education, 48% of students chose to use English for helping them to understand Islamic Education material references (oral and written) that served in English, 13% of students chose to use English for delivering Islamic speech, and 29% of students chose to use English for assisting them in further education.The following question is about Aqidah/Islamic belief topic that is interesting for the students to study in the English for Islamic Education course.There were 80% of students chose Ilahiah, namely discussion of something related to ilah (God) such as the form of Allah, the names of Allah, and the attributes of Allah, and others; 38% of students chose Nubuwah, which is a discussion of everything related to prophets and messengers including talk about the books of Allah, miracles and so on; 20% of students chose Ruhaniah, namely the discussion of everything related to the metaphysical realm, such as angels, jinn, devils, demons and spirits; and 25% of students chose Sam'iyah, which is a discussion of everything that can only be known through sam'i namely the proof of naqli in the formof the Koran and as-Sunnah, such as the realms of barzakh, afterlife, grave doom, and so on.The next question was about the right sequence for learning English in students' opinion.There were 48% of stduents chose the sequence of listening, speaking, reading, writing; 36% of students chose the sequence of listening, reading, speaking, writing; 9% of students chose the sequence of speaking, listening, reading, writing; and 10% of students chose the sequence of speaking, reading, writing, listening.The next question was about preferred English task activities by the Islamic students.There were 29% of students chose individual task, 29% chose pairing task, and 62% chose grouping of 3-5 task.

3) Additional information
The last question again was not a multiple choice questions.It was about the required things by Islamic students in order to improve their English skills.Most of the students answered that they need more vocabulary and how to pronounce it.

c. The Result of Designed Syllabus
Based on the result of need analysis above and refers to Indonesian National Qualification Framework, the result of the designed syllabus as follows:

DISCUSSION
The designed syllabus as the product of this research was designed by using 4D (Defining, Designing, Developing, and Disseminating) models research method.It also utilized ESP (English for Specific Purposes) approach in designing the syllabus.The procedures in designing an ESP syllabus are related to 4D models procedures, it is conducting students' needs before designing a syllabus.However, in designing syllabus, the researcher related needs' analysis result with the valid curriculum in Islamic Education study program i.e.INQF (Indonesian National Qualification Framework).Finally, as the result of Experts' Validation and students' perception in try-out, the designed syllabus of English for Islamic Education are appropriate with the students.

CONCLUSION
The English syllabus that is appropriate with the students includes several components: a. Learning goal of English for Islamic Education is to communicate both oral and written using English in as Islamic students and Islamic Education teacher, Location and Time of the Research This research was conducted at State Islamic Institute of Palopo, South Sulawesi especially for students of Islamic Education Study Program.It was conducted on June 2019-June 2020.

Figure 4
Figure 4.1: the Islamic students' goal in learning English

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Figure 4.2: Islamic students TOEFL score

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Figure 4.3 :Students preferred Islamic topic

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Figure 4.3 :Sequence English activities

Figure 4
Figure 4.4 : Students' preferred task activities

Figure 4 . 4 :
Figure 4.4: Students preferred task activities This work is licensed under a Creative Commons Attribution 4.0 International License

Table 3 .
1: Classification Students' Perception about the Syllabus Materials