Developing EFL Critical Reading Syllabus and Materials for Students of the English Department - IKIP Mataram

Abstract

KKNI-based Curriculum, based in Indonesia required new syllabi and materials particularly for the department of English at FPBS-IKIP Mataram. This research has primarily been driven by the needs and learning characteristics of the students. At first, a qualitative research was done to source the data needed; then, they were qualitatively analyzed using the Likert scale, following which, two kinds of questionnaires were administered. Out of the 132 respondents, the results of the ‘learning characteristics’ showed that ‘audio’ had a response rate of 19.69%; ‘visual’s’ response rate was 50.75%, while the response rate for kinesthetic stood at 29.54%. Based on the students’ needs, there were four aspects that needed to be considered 1) necessities in which most of the students’ topic interest was about education (72%); culture (63%); and social life (45%)2) weaknesses in which the students’ reading ability were categorized into good, but their current ‘critical reading’ skills was not good because of some obstacles 3) Teaching critical reading objectives were divided into two: external and internal sub-skills 4) Classroom activities,. Meanwhile, the students’ role as all roles but as knowledge receivers. Most of the students did not like doing the critical reading tasks (11%). Thus, it may be concluded that the students needed critical reading syllabus and materials that covered the whole objectives, with which three topics of their interest could have been administered to settle both the teachers’ and students’ role.