DINAMIKA ILMU - Vol. 22 No. 1 - The 4-D Model on the Development of English Learning Materials for Islamic Education Learners

Oct 15, 2026

Uploaded by hdkawk

English for Islamic Studies is taught as a general subject in the State Islamic Institute of Palopo, prompting the researchers to develop valid English learning materials for Islamic education program learners. The study applied Thiagarajan et al.’s 4-D model: defining, designing, developing, and disseminating. Needs analysis involved 68 learners; field tryout involved 23 learners; three lecturers evaluated the product. The textbook contains ten units on Islamic-related topics and met learners’ needs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

A. Introduction

English for Academic Purposes, Occupational Purposes, and Vocational Purposes

English for Islamic Studies (EIS)

Need analysis and the suitability of learning materials

DINAMIKA ILMU Vol. 22 No. 1, 2022 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: [http://doi.org/10.21093/di.v22i1.4235](http://doi.org/10.21093/di.v22i1.4235) The 4-D Model on the Development of English Learning Materials for Islamic Education Learners Andi Tenrisanna Syam Institut Agama Islam Negeri Palopo [andi_tenrisanna_syam@iainpalopo.ac.id](andi_tenrisanna_syam@iainpalopo.ac.id) Dewi Furwana Institut Agama Islam Negeri Palopo [dewi_furwana@iainpalopo.ac.id](dewi_furwana@iainpalopo.ac.id) Abstract English for Islamic Studies is taught as the general subject in the State Islamic Institute of Palopo. Therefore, the researchers aimed to develop valid English materials for learners of the Islamic education study program. The researchers applied the 4-D model by Thiagarajan et al. It consists of four stages namely, defining, designing, developing and disseminating. There were 68 learners who answered a questionnaire for needing analysis, 23 learners involved in the field tryout, and three lecturers assessed and reviewed the product. Questionnaires and field notes were used as the research instruments. The obtained data were analyzed qualitatively and quantitatively. The researchers created English materials in the form of a textbook in which it consists of ten units. The topics are 5 pillars of Islam, 6 pillars of faith, daily life of a Muslim, Islamic figure, ulul azmi, Amal Ma’ruf Nahi Munkar, halal and haram, Islamic education in Indonesia, Muslim generation, and religious moderation. The data gathered during the trial period revealed that the textbook was suitable to learning process, met the learners’ needs, and it was well-received by the learners. They were engaged, motivated, and excited to complete the activities outlined in the textbook. Therefore, the textbook can be used by lecturers and learners in Indonesia as a learning medium. Keywords: English for Islamic studies, learning materials, research and development, the 4-D model A. Introduction English for Academic Purposes (EAP), English for Occupational or Purposes (EOP), or English for Vocational Purposes (EVP) are the two primary categories of ESP, which were first created in the 1960s (Hutchinson & Waters, 1987; Howat, 1984; Strevens, 1980; Robinson, 1991; McDonough, 1984) . If this broad distinction is followed, the type of English taught in Islamic higher education fits this category. EIS shares four features with ESP in general. It has been categorized as English for Special Purposes because it is goaloriented, i.e., handling numerous texts on Islamic studies; and second, its course is based on a need analysis, which aims to explain as accurately as possible what learners must achieve using English. Finally, its classes may be described as if they are made up of identical learners. All of the learners in a class are pursuing the same type of work or specialist studies, such as all of the learners pursuing undergraduate Islamic studies (Ma’mur, 2005) . English for Islamic Studies (EIS) is a course about Islamic topics. According to Giyoto (2006), the EIS course aims to teach learners more depth and comprehension of Islamic values in English after reading all of the material given. As a result, learners study EIS to develop their understanding of Islam. This EIS course is beneficial to learners because it teaches them about Islamic topics that will help them better understand Islam. Lecturers who teach the EIS course must be specialists in Islamic Studies and understand the contents. They are also expected to teach Islamic topics in this course as frankly as possible so that learners' minds do not get confused and feel chaotic. English for Islamic studies course should be taken by the second-semester learners of State Islamic Institute of Palopo before graduation. However, the problem of teaching English is becoming more and more difficult where the primary focus is on Islamic subjects and substance (Syah, 2015) . It is undeniable

FAQs

What model was used to develop the English learning materials?

The researchers applied the 4-D model by Thiagarajan et al., consisting of defining, designing, developing, and disseminating.

How were learners and lecturers involved in evaluating the materials?

Needs analysis used questionnaires from 68 learners, field tryout involved 23 learners, and three lecturers assessed and reviewed the product.

What topics are covered in the developed textbook?

The textbook includes ten units covering topics such as the five pillars of Islam, six pillars of faith, daily life of a Muslim, Islamic figures, ulul azmi, Amal Ma’ruf Nahi Munkar, halal and haram, Islamic education in Indonesia, Muslim generation, and religious moderation.

Oct 15, 2026

Uploaded by hdkawk