NEEDS ANALYSIS OF TASK-BASED MODEL OF ARABIC NURSING SYLLABUS

Ahmad Murodi; Emzir Emzir; Aceng Rahmat

doi:10.15408/a.v7i1.13543

NEEDS ANALYSIS OF TASK-BASED MODEL OF ARABIC NURSING SYLLABUS

Ahmad Murodi, Emzir Emzir, Aceng Rahmat

Abstract

The purpose of this study is to find the needs of task-based model syllabus for Arabic language learning in Nursing Academy at As-Syafi'yah Islamic University in Jakarta. Currently, most of the specific language syllabus does not fulfil the student needs and its content that is the language used is very general and did not really based on the needs of students. The study analyses the student needs using descriptive analysis method. While the data will be collected from document, questionnaire, and interview. Then, the data analysed will be validated by expert of qualitative technique. There are three steps of process will go through, namely data reduction, data display, and taking conclusion. The result of study shows that task-based model of Arabic nursing sylabus which is refered to Indonesia's national qualification framework is proper and decent to be used as the guidance of Arabic teaching and learning process at Nursing Academy of As-Syafi'yah Islamic University Jakarta.

Full Text:

PDF

References

Ary, Donald., Lucy Cheser Jacobs, Christine K. Sorensen Irvine, & David A. Walker. Introducation to Research in Education, Boston: Cengage, 2009.

Brown, James Dean. The elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle & Heinle Publishers, 1995.

Bazyar, Z., M. Dastpak, & A. Taghinezhad. “Syllabus Design and Needs Analysis of Students in Educational System”, Australian International Academic Centre, Vol. 6, No. 4, 2015.

Cowling, J. D. “Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company”, English for Specific Purposes, Vol. 26, No. 4, 2007.

al-Hamlan, S. & A. A. Baniabdelrahman. “A Needs Analysis Approach to EFL Syllabus Development for Second Grade Students in Secondary Education in Saudi Arabia: A Descriptive Analytical Approach to Students’ Needs”, American International Journal of Contemporary Research, Vol. 5, No. 1, 2015.

Hutchinson, Tom., & Alan Waters. English for Spesific Purposes. Cambridge: Cambridge University Press, 1991.

Jones, N. N. “Human Centered Syllabus Design: Positioning Our Students As Expert End-Users”, Computers and Composition, 49, 2018.

Mohamed, A.A. “Task-based incidental vocabulary learning in L2 Arabic: The role of proficiency and task performance”, Journal of the National Council of Less Commonly Taught Languages, 17 (Spring), 2015.

Mahmoudi, L., S. Yasin, & Y. Amirkhiz. “Structure-based vs. Task-based Syllabus: The Effect of Type of Syllabus on Listening Comprehension Ability of Iranian University Students”, Theory and Practice in Language Studies, Vol. 1, No. 10, 2011.

Nation, I.S.P. & John Macalister. Language Curriculum Design. New York & London: Routledge Taylor & Francis Group, 2010.

Rahimpour, M. “Current trends on syllabus design in foreign language instruction”, Procedia - Social and Behavioral Sciences, Vol. 2, No. 2, 2010a.

Saleh, A. A. & T. Elyas. “Advances in language and literary studies : AL & LS”, Advances in Language and Literary Studies, Vol. 6, 2015.

Salimi, A., S. Dadashpopur, A. Shafaei, & H. Asadollahf. “Critical Review of Approaches to Foreign Language Syllabus Design: Task-Based Syllabus (A Shortcut)”, Procedia - Social and Behavioral Sciences, 46, 2012.

Ur, P. A Course in Language Teaching Practice and Theory. Cambridge: Cambridge University Press, 2009.

Woods, A., A. Luke, & K. Weir. “Curriculum and Syllabus Design”, International Encyclopedia of Education, 2010.

DOI: https://doi.org/10.15408/a.v7i1.13543 Abstract - 0 PDF - 0