Abstract
This article aims at describing the rationale and principles of designing English teaching materials for teachers of non-English subjects. Those teachers use English as a medium of instruction. English is used to teach the subjects. To improve the teachers’ English skills, the school provided an English course. However, the teaching materials for those specific learners were not available. Therefore, designing materials is needed to precisely fulfil their needs of English in the target professional workplace. A needs analysis was conducted to gather information using questionnaires distributed to the non-English subject teachers as the learners. The data from the questionnaire were analysed qualitatively by interpreting and categorising in themes. Using the needs analysis result, a syllabus was then designed as the guidelines for developing the materials. This paper reports how the needs analysis process is employed to design a set of English teaching materials for nonEnglish subject teachers. The discussion highlighted the present situation, the target situation, the principles of designing English materials. The overview of the designed materials for teachers of non-English subjects was then presented.
Highlights
This paper aims at describing the rationale and principles of developing English teaching materials, which are intended for teachers of non-English subjects
It is designed to fulfill the need of English teaching materials in Cendekia School
Who are the learners? Why are the learners taking the course? What is their learning background? Where and when will the course take place? What do learners think they want to achieve? What do students need to do with English? Which of the skills do they need to master and how well? Which genres do they need to learn, either for comprehension or production purposes? It seems that needs analysis is a crucial part of the entire process of designing teaching materials for specific purposes
Summary
It is designed to fulfill the need of English teaching materials in Cendekia School. Since there is no suitable book available for those teachers from various levels of proficiency, developing materials for those specific learners is needed. The teaching materials should fulfil the subject teachers’ needs for learning English.
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