Abstract
This research aims to design an English syllabus for Diniyah Program at Al-Qur'an Babussalam Islamic Boarding School Selayar. The research design used in this research was Research and Development (R&D) by Richey and Klein. Types of data obtained in this research were qualitative and quantitative. The researchers used a questionnaire and interview guidance as the instrument to obtain the data. This research showed that 1) speaking skill is the priority for the students: In linguistic needs, students' learning abilities are fair in vocabulary and pronunciation but less in grammar. While vocabulary is the priority, then pronunciation, and the last is grammar. There are twelve real-life topics for learning vocabulary, and pronunciation and basic grammar become integral parts of each lesson. In learning needs, vocabulary learning preferences are memorizing, communicating, listening, and repeating. While learning by imitating, from the dictionary and the recording are the pronunciation learning preferences. In terms of learning style, talking to friends in English, talking in pairs, and role play are the three highest. 2) The design syllabus is based on students' needs. 3) The syllabus validation by the experts' judgment clarified that the syllabus had been designed can be used with a bit of revision.
Highlights
When the teachers start to teach at the beginning of the semester, they should have had basic ideas about what they will convey to their students
2) The design syllabus is based on students' needs
Richey and Klein (2 010) state that Research and Development (R&D) or Design and Development Research is the systematic study of design, development, and evaluation processes to establish an empirical basis for the creation of instructional and noninstructional products and tools and new or enhanced model that govern their development
Summary
When the teachers start to teach at the beginning of the semester, they should have had basic ideas about what they will convey to their students. The basic ideas should have devised what they would do with students in the class for a semester. We know that before going into the classroom, a teacher must have had a learning design, start from the first meeting to the last meeting, such as the material that will be taught, what the assessment will be used, and what should be achieved by the students, that we named "syllabus.". Richards and Schmidt (2010) define a syllabus as a content description of an instruction course and how it is taught. Richards and Schmidt define the term syllabus design as a phase in curriculum development that deals with procedures for developing a syllabus
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