NEED ANALYSIS OF ENGLISH TEXTBOOKS BASED ON THE ADDIE MODEL

Arin Inayah, inayah and tri mulyati, mulyati NEED ANALYSIS OF ENGLISH TEXTBOOKS BASED ON THE ADDIE MODEL. EDULINGUA : Jurnal Linguistik Terapan dan Pendidikan Bahasa Inggris, 8 (1). ISSN 2549-2667

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Abstract

English as an international laguage and as a
world global language. Its existence is very
important and learning English must be
improved. Learning English is profitable for
those who are involved in the world of
comerce, banking, tourism, technology, and
research. Because English is needed in the
aspect of communication and references.
Indonesia is one of the countries affected by
the ASEAN Economic Community (MEA).
This condition couses the indonesian people
must be able to speak English. English
should be mastered by whole university
studends. English become compulsory
courses in the university, it is called general
basic courses (MKDU). In PGRI University
of Banyuwangi, every departement have to
learn English as MKDU. Arianti (2017)
stated that English in university is focused ondevelopment skills in understanding the
material which is adapted to the context of a
particular profession.
Learning English for specific reason
is called English for Specific Purposes
(ESP). Hutchinson and Waters in Ayutami
(2018) viewed ESP as an approach, not a
product, meaning that it “does not involve a
particular kind of language, teaching
material, or methodology”. Another
definition by Anthony in Ayutami (2018)
stated that ESP is defined to meet specific
needs of the learners. In addition, ESP is
learning concept for learning English with
the specific puroses. Learning English for
non English departemen is challenge for the
lecturers and for the students. The lecturers
have to know the needed of the students.This condition related with the teaching
material that will be used. This reasearch
deal with the analysis of needed in the using
of English text book for teaching and
learning English to the non English
departement in PGRI University of
Banyuwangi.
Rahman (2015) stated that ESP
learners for general is adult learners who
have experiences in learning English and
they learn English with purpose to
communicate and doing some activities deal
with their profession. Therefore, ESP courses
is developed based on need analysis,
purposes, and learning activities whish is
English is needed. Kusumaningputri (2010)
said that ESP courses have to be double
benefit for university learners. Firstly, ESP is
given when university students take their
education, so they can use English in the
context of their academic interests. Secondly,
the university studen tis to be prepared for
their work based on their academic enterests.
Having ESP ability, the university students
can be competence in their working world.
Deswita (2020) stated that good
learning is supported by all supporting
factors, so that learning objective are
achieved. One of the supports is effective
teaching materials, such as textbooks.
Depdiknas (2008) stated that textbooks are
written material which presents knowledge
of the author thoughts. Textbooks as the
teaching material is a science analysis result
of the curriculum in the form of text. To
prepare a book for teaching and learning
process, the author thoughts must be derived
from the basic competencies of the
curriculum. It can maket he textbook will
give meaningfull competencies of the
students who learn it.
The important elements of the
textbook are there: 1) textbooks is for certain
level, 2) textbooks are always related to the
subject, 3) textbook is a standard book, 4)
textbook is written by specific instructional
purposes, and 5) textbook is written for
supporting a particular teaching program.
The principles of textbook arragement are:
interrelation principle, consistency principle,
adequacy principle and sistematic principle.
The material of textbook should be consists
of linear discussion from beginning to the
end. The textbook also consists of one
complete units of information cosnsisting of
interrelated discussions and arranged
coherently in accordance with the rule of
writing textbook.
ADDIE model is acronym from
Analysis, Design, Development,
Implementation, and Evaluation. Aldoobie
(2015), explains the phase of ADDIE model,
they are:
1) Analysis phase, analyse stage is
the most important phase in this process.
When instructional designers do the analysis
phase before creating the plan, developing,
or even implementing, they really save huge
amount of courses, effort, and time. In order
to carry out the analysis phase we have to
analyze four things, like we have to analyze
the learners (where they are at, their skills
and needs, etc.), develop an instructional
analysis (to provide the necessary steps and
present opportunities to learn and use new
information in an instruction), create
instructional goals (aimed at specifying the
end desired result), and analysis‟s learning
objectives (how to measure the attainment of
goals). That means you have to be clear
about your goals and where you want your
learners to be.
2) Design phase, design phase is the
next step in ADDIE model. This phase is
really about applying the instruction.

Item Type:	Article
Subjects:	Cek Plagiasi Jurnal Peer Review
Divisions:	A. Fakultas Bahasa dan Seni > Pendidikan Bahasa Inggris
Depositing User:	perpus perpustakaan unibabwi
Date Deposited:	07 Feb 2022 08:46
Last Modified:	07 Feb 2022 08:46
URI:	http://repository.unibabwi.ac.id/id/eprint/554

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