Teacher-Developed Coursebooks for the Intensive English Program at SMP Bilingual Terpadu Sidoarjo

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Musyarrofah, Hamdatul (2022) Teacher-Developed Coursebooks for the Intensive English Program at SMP Bilingual Terpadu Sidoarjo. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Developing coursebooks becomes crucial to provide an ideal English coursebook that meets students’ learning needs. Numerous studies have identified the related topics. Nevertheless, no one explored the coursebooks development conducted in pesantren. This present study explored the steps and strategies in developing the coursebooks. This study also addressed the materials as well as the activities contained in the developed coursebooks of the Intensive English Program at SMP Bilingual Terpadu Sidoarjo. Discussing those issues, the researcher implemented descriptive qualitative as the research design. The researcher collected the data through interview and document analysis from the English teachers and the three developed coursebooks. The findings suggest that the coursebooks were developed through: (a) needs analysis, (b) searching for sources and arranging the materials and activities, (c) review, consultation, and validation, (d) evaluation. The teachers also implemented several strategies in developing coursebooks, such as (a) searching and adapting some references from foreign sources, (b) updating the materials and activities, (c) facilitating and drilling the students with some expressions related to the student’s daily activities, (d) providing many speaking practices, fun activities, pictorial texts, and expressions regarding pesantren environment. Furthermore, the materials contained relate to the listening, speaking, reading, and writing skills of each other, they are: songs, video animation and American TV series, expressions, and conversations used in and outside pesantren environments, texts related to Islamic and world histories, grammatical rules, timetable, and elements and structure of diverse texts. In addition, diverse activities are employed to facilitate the students: watching videos followed by several kinds of exercises, listening to audio then retelling, listening to songs, playing a role, presenting, singing, extemporaneous, reading kinds of conversations, dialogues, and texts followed by several kinds of exercises, analyzing text, creating dialogue, and speech, also filling-in-the-blank. This study concludes that the coursebooks contain adequate materials and activities. Some steps and strategies were also considered by the book developers.