Implementation of the Curriculum of Multiple Intelligence based

English for Islamic Studies to Increase Language Competency

Darwis Jauhari Bandu

, Ishak Abdulhak

, Dinn Wahyudin

and Rusman

IAIN Palu, Diponegoro Street, Palu, Indonesia

Curriculum Development, UPI, Bandung, Indonesia

Keywords: ESP, English for Islamic Studies, Program Evaluation, CIPP Model, Multiple Intelligence, Language

Competency

Abstract. This study aimed to evaluate the effectiveness of the Teaching of English for Islamic Studies (EIS) at IAIN

Palu in Increasing Language Competency. This study used Stufflebeam’s CIPP model evaluation covering

Context, Input, Process and Product Evaluation.This study utilized quantitative and qualitative method. 97

second-semester students were chosen as sample through Stratified Random Sampling. Quantitative data

were obtained from questionnaires to seek the perceptions of students and lecturers. Semi-structured

interview with the heads of departments, program designer and authorized official, class observation and

document analysis were also conducted to elicit the qualitative data. Results of the study showed that either

Context, Input, Process or Product Evaluation were effective in general. The findings also revealed that the

students’ proficiency in language skills was sufficient, the most difficult skills were Listening and Writing,

the skills which need more practice were Listening and Writing and the skills which must be more

prioritized related to EIS Program were Speaking and Reading. In other words that the implementation of

Teaching of English for Islamic Studies at IAIN Palu could be continued with some revisions.

1 INTRODUCTION

English for Islamic Studies (EIS) is a new branch

in ESP world. Its presence is a demand for English

instruction focusing on Islamic Realm.

This study was triggered by the problems

encountered in the implementation of English

Subject (EIS) at IAIN Palu. Aspects related to the

program such as need analysis, learning materials,

teaching strategies as well as lecturers of the

program need comprehensive evaluation to assess its

effectiveness. The evaluation is also intended to

decide whether the program has worked as expected,

continued with some improvement, or even halted.

The evaluation of the program employed

Stufflebeam’s CIPP Model Evaluation. This model

evaluation covers Context, Input, Process and

Product Evaluation.

The worth of this model evaluation had been

proved by some previous studies. Evaluation of

English Program using CIPP at Ankara University

Preparatory School by Tunc (2010) revealed some

improvements in the physical conditions, content,

materials and assessment dimensions of the program

as research conclusion. The study by Kapil Dev

Regmi (2008) about evaluation of ELT program at

Katmandu University Nepal also utilized CIPP

model as its tool of evaluation. Other study

investigated by Chen from Durham University of

England (2009) which used this model evaluation

with diverse research instruments to conduct an

evaluative case study

of the 20 English training

courses offered in the Applied English Department

(AED) proved to be commendable. While

Olasehinde (2015) examined the adequacy of the

English component of the General Studies

Curriculum at Nigerian Polytechnics by using CIPP

Model with modification.

The benefit of this CIPP Model relating to

Multiple Intelligence was also conducted by

Tiantong and Tongchin (2013) in which MI was

combined with Web-based Collaborative Learning.

Whereas Saeidipour and Otaghsara (2014) in his

experimental study highlighted the use of MI

method which impact on attitudes of students toward

ESP.

Bandu, D., Abdulhak, I., Wahyudin, D. and Rusman, .

Implementation of the Curriculum of Multiple Intelligence based English for Islamic Studies to Increase Language Competency.

DOI: 10.5220/0009302600050010

In Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature (ELITE 2019) - Promoting Global Diversity, Partnership and Prosperity through

English Development, pages 5-10

ISBN: 978-989-758-459-6

In this present study, the researcher attempted

to assess how the planning of the program of EIS at

IAIN Palu, how the implementation of the program,

what supporting factors and constraints of the

program what supporting factors and how far the

success of the program.

2 LITERATURE REVIEW

2.1 English for Islamic Studies

ESP started since the demand for a new brave

world in the English language learning

(Hutchinson & Waters, 1987). Currently, ESP is

also stated as one of the major activities around the

world (Robinson, 1991). ESP has become

increasingly important since there has been an

increase in vocational training and learning

throughout the world. The spread of globalization

and the genesis of the 21st century learning skills

have resulted in the increasing use of English in

a growing number of occupational contexts.

The insertion of ESP in academic world is highly

recommended in the light of that every field of study

always undergoes its own development, including

Islamic based education. The government decrees;

namely the National Education Law No. 20/2003 in

Chapter 10, article 37, paragraph 2 and in Chapter

2 and article 9, paragraph 2 of the Government

Regulation No. 19/2005 on National Standards of

Education, stipulated that all tertiary education

levels in Indonesia, including Islamic institutes,

must include English subject as one of the

compulsory subjects into the curriculum and

implement English teaching and learning to

freshmen in the first two semesters (Saefullah,

2013). Since English became one of the compulsory

subjects at Islamic universities, English for Islamic

Studies (EIS) program, began to be established.

The implementation of English for Islamic

Studies program at some Islamic universities is one-

step forward to enhance the competence of Muslim

students in spreading Islam at global scope. In turn,

the students’ mastery of English in Islamic context

could open opportunity for working and continuing

their study abroad.

2.2 CIPP Evaluation Model

The CIPP Model is an ideal choice for analyzing

program evaluation. This evaluation model is the

most popular model many evaluator apply due to its

comprehensiveness compared to other models

(Widoyoko, 2009:181). This model was developed

by Daniel Stufflebeam at Ohio State University in

1965. CIPP is abbreviation of Context, Input,

Process and Product. This model is based on the

judgment that the success of educational program is

influenced by numerous factors, such as: learner

characteristics & their milieu, purpose of program &

their instruments, as well as procedure & mechanism

of implementation of the program.

Context evaluation involves studying the

environment of the program. Its purpose is to define

the relevant environment, portray the desired and

actual conditions pertaining to that environment,

(Ornstein and Hunkins, 2009). Input evaluation is

designed to provide information and determine how

to utilize resources to meet program goals. Process

evaluation assesses implementation of program and

values the advantage and disadvantage. Product

evaluation will seek the response whether

implementation of program succeeded or not. At this

phase, an evaluator will also identify output and

benefit of the program, both in short-term and in

long-term.

2.3 Multiple Intelligence

Multiple Intelligence (MI) is a theory proposed by

Howard Gardner in his book “Frames of Mind” in

1983. Gardner’s multiple intelligence concept is a

psychological theory that addresses what the brain

does with information. This theory is a perspective

reinforcement of human cognition (Gardner, 1993).

It defines intelligence as the capacity to solve

problems This theory describes that learning activity

will end to the attainment of a particular competency

of a learner. Multiple Intelligence approach views

that a human has several potencies of intelligence.

Nine types intelligence of MI theory can be

applied in designing learning materials (input) in

EIS program. Moreover, the competency that will be

achieved in EIS program covering four language

skills could be triggered by applying Multiple

Intelligence strategy in teaching-learning process

(process). Multiple Intelligence approach is also in

line with Active Learning and Learner-centered

Learning which become the characteristic of ESP

teaching. Many ESP learners are motivated by

materials that offer intellectual stimulation

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3 METHODOLOGY

3.1 Participants

This study was conducted at IAIN (State Institute for

Islamic Studies) Palu - Central Sulawesi. The target

population for the study were the second semester

students of five study programs, namely: Islamic

Education Management, Arabic Language

Education, Islamic Da’wah & Communication, Al-

Qur’an Science & Tafsir, and Syariah Banking study

program. 97 students became the sample of the study

and chosen through stratified random sampling

technique.

3.2 Instruments

The primary instrument in the study was A CIPP-

based evaluation questionnaire for students (Non-

test instrument) which was employed to elicit the

students’ perceptions about English for Islamic

Studies program and to obtain the students’ opinion

regarding their competency in four language skills.

There are four parts of questionnaire for students;

seven questions for Context evaluation, 13 questions

for Input evaluation, 25 questions for Process

evaluation and five questions for Product

evaluation.The total questions of students’

questionnaire is 50 questions. All of the questions in

the questionnaire were designed on a five-point

Likert scale of frequency. Two competent lecturers

checked content and face validity of the

questionnaire. The results of reliability test of each

questionnaire after calculated using Cronbach’s

Alpha were 0.795 for Context evaluation, 0.864 for

Input evaluation and 0.966 for Process & Product

evaluation questionnaire.

To equip the data obtained from questionnaire,

in-depth interview, class observation and document

analysis were also conducted.

3.3 Procedure

This study was an evaluative study utilizing mixed

method research design. The data elicited in this

study were analyzed following the procedure of

sequential explanatory design. The data gained from

questionnaire were analyzed by using descriptive

statistics (quantitative) and then presented in the

forms of figures, tables and charts. Whereas the data

obtained from interview and class observation were

analyzed qualitatively.

4 FINDINGS AND DISCUSSION

4.1 Students’ Responses by

Questionnaire

The following seven charts; four bar charts and

three pie charts are the results of evaluation of

Context, Input, Process and Product by Students’

Questionnaire. Information for the results of the bar

charts are as follow:

HA : Highly Agree

A : Agree

UC : Uncertain

D : Disagree

HD : Highly Disagree

4.1.1 Context Evaluation

Context Evaluation covers aspects of Need Analysis

and Objective/Goal of Program. The leading

questions of this evaluation are:

1) English for Islamic Studies can enhance my

language competency

2) English for Islamic Studies is useful for my

future job

The chart showed that context aspect of this

program could be categorized as Good. 48.90%

students stated their agreement.

Figure 1: The result of students’ questionnaire on Context

Evaluation.

4.1.2 Input Evaluation

Input Evaluation consisted of aspects of learning

material/content and textbook. The primary

questions of this evaluation are:

1) Learning material stimulates active learning and

critical thinking which refer to MI Approach

2) Textbook/course book of EIS agrees with the

students’ need

The chart showed that input aspect of this

program could be categorized as Not Satisfactory

yet. Only 12.77% students stated their agreement.

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

HAAUCDHD

25,33%

48,90%

17,08%

7,36%

1,33%

Implementation of the Curriculum of Multiple Intelligence based English for Islamic Studies to Increase Language Competency

Figure 2: The result of students’ questionnaire on Input

Evaluation.

4.1.3 Process Evaluation

Process Evaluation encompasses the aspects of

teaching-learning process, method and technique of

teaching and assessment. The major questions of this

evaluation are:

1) Teaching of four language skills gets priority

2) Method and technique of teaching adopt Multiple

Intelligence Strategy

3) Assessment covers four language skills

The chart showed that process aspect of this

program could be categorized as Good. 39.13%

students stated their highly agreement.

Figure 3: The result of students’ questionnaire on Process

Evaluation.

4.1.4 Product Evaluation

Product Evaluation includes the aspects of learning

outcomes and language competency. The prime

questions of this evaluation are:

1) Learning outcomes of this program meet my

expectation

2) Competency of my four language skills increases

The chart showed that process aspect of this

program could be categorized as Good enough. 37%

students stated their uncertainty or hesitancy on the

questions in this aspect. Nevertheless, there were

28.66% students stated their agreement.

Figure 4: The result of students’ questionnaire on Product

Evaluation.

4.1.5

Figure 5: The Students’ Competency in Four Language

Skills.

4.1.6

Figure 6: The Skills Needs to Get More Practice.

4.1.7

Figure 7: The Skills Prioritized in EIS Program.

4.2 Lecturers’ Responses by

Questionnaire

All lecturers of English for Islamic Studies (EIS)

stated that the goal of teaching of English as

contained in the document of faculty and university

is in line with the objective of EIS program.

Likewise, this program has fulfilled the learner

needs and is effective in enhancing the students’

language competency, eventhough not maximal yet.

Hence, referring to the need analysis, then majority

of EIS lecturers said that the total credit of this

program for each semester should be added. They

considered that the students’ proficiency level has

0,00%

10,00%

20,00%

30,00%

40,00%

HA A UC D HD

0,00%

12,77%

35,84%

32,20%

19,19%

0,00%

10,00%

20,00%

30,00%

40,00%

HA A UC D HD

39,13%

30,06%

22,02%

5,61%

3,18%

0,00%

10,00%

20,00%

30,00%

40,00%

HAAUCDHD

23,09%

28,66%

37,32%

7,63%

3,30%

Listening

26%

Speakin

20%

Reading

30%

Writing

24%

Listenin

25%

Speakin

38%

Reading

17%

Writing

20%

Listening

21%

Speaking

39%

Reading

22%

Writing

18%

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been adequate to join this program and stated that

their students do not find a significant difficulty in

following this program.

Most EIS lecturers stated that they coordinate

with the lecturers of content area (Islamic Subject)

before designing SAP/RPP (syllabus). Majority of

the lecturers stated that despite of lack of adequate

facilities, teaching-learning process could be

conducted well. They also suggested that they

applied Multiple Intelligence approach in their

lecturing process. Nevertheless, they just applied it

limited to teaching strategy, not to learning materials

yet.

4.3 Responses from the Heads of Study

Programs

Most of the heads of study program stated that

the objective of English for Islamic Studies is in line

with the main goal of English teaching referring to

KKNI (Indonesia National Curriculum Framework).

However, only 60% of the head of study program

said that the need analysis of this program has been

formulated clearly in the document of their study

program.

All heads of study program admitted that the

English competency relating Islamic field would

impact widely on the global progress. Unfortunately,

the job market of the graduates/alumni from Islamic

study programs concerned with their English

competency has not been evaluated completely and

inserted into the document of study program. The

advantage and disadvantage of this program have

not been also anticipated totally by all study

programs at IAIN Palu.

All heads of study programs admitted that this

EIS program is actually very effective in increasing

the language competency of students, but the

implementation of the program is not supported

with adequate facilities for teaching-learning

process.

5 CONCLUSION

From the findings and discussion of this study, it

could be inferred that the implementation of English

for Islamic Studies program at IAIN Palu, either

Context Evaluation, Input Evaluation, Process

Evaluation or Product Evaluation were effective in

general, eventhough the results of Input Evaluation

need a lot of improvements and revisions. The

achievement of students’ language competency

suggested that essentially, all four skills need to be

taught more intensively in spite of the students’

learning outcomes showed sufficient results.

The results of this study could give significant

description to the ESP instructors, curriculum

developers, and other stakeholders in developing a

more qualified ESP curriculum, especially EIS

curriculum.

ACKNOWLEDGMENTS

My deepest appreciation is addressed to all of my

professors who have guided me and all respondents

who have helped me during this study.

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