FINAL ASSIGNMENT OF ESP

English for Islamic Studies

C
R
E
A
T
E
D
By:

NAME : ARISANDY
SRN : 2008.111.146
CLASS : 6B
LECTURER : DRS. ZULKIFLI, M.PD.
STUDY PROGRAM : ENGLISH EDUCATION

Faculty of Teacher Training and Education

PGRI UNIVERSITY
PALEMBANG
2010
I. Book
Title : English For Islamic Studies
Author : Drs. Djamaluddin Darwis, M.A.
Year : 2008

II. Language Description

If we learn English, the first thing that we will discuss is grammar.
In this book, there are two main stages of development. They are
functional grammar and discourse (rhetorical) analysis .
This book provides stuctural approach, but it should match the
context in each chapter so that it uses functional grammar.
structure + context = function ( ESP, p.32: 1986)
So, this book does not provide seperated structure, but integerated
stucture that matches the context in every chapter.
This book also uses discourse analysis. The context of the sentence
is important in creating the meaning. In addition, The meaning is created
by the relative position of the sentence in the texts. The development of
each of chapters is based on contextual comprehension.

III. Theory of Learning

The orientation of this book is receptive comprehension to written
text. The learner must actively try to make sense of the data that is
presented. There are some activities of learning:
1. Reading text in group by analyzing spelling and contextual
meaning.
2. Each of groups must present the reading result.
3. Answering the questions.
From these activities, we can know that the book uses cognitive
code approach in which the leaners are placed as the active processors of
 information. The learners must think, apply their mental powers, and also
analyzing the discourse.
In each of the chapters, it is presented in 5-7 sections according to
the goal which is wanted. Five of them are:
a. Section 1: Reading Comprehension
b. Section 2: Text Discussion
c. Section 3: Reference/Substitution
d. Section 4: Vocabulary Development
e. Section 5: Grammar in Focus

IV. Need Analysis

This book is arranged according to the ESP syllabus to meet the
particular learners need i.e. the need of the college students who learn
islamic studies, either in IAIN or in the private islamic universities.
Because of concerning on islamic studies, the main objective of learning
this book is to make the readers comprehend the islamic texts written in
English. This book tries to be a media for improving the students’
knowledge of islamic studies and their English skills.
Every section of the chapters gives the readers:
1. Reading Comprehension
The readers are hoped to have comprehension of the
reading texts through the general questions provided.
2. Text Discussion
The readers are hoped to have comprehension of the
reading texts through the systematic and specific
questions provided.
3. Reference/Substitution
The readers are hoped to have more integrated and
cohesive comprehension, and also the comprehension of
semantic relation among the components in the texts to
achieve the comprehension of the entire discourse, not
only the words and sentences.
4. Vocabulary Development
 The readers are hoped to train their abilities to use the
individual words in the texts in the different context.
5. Grammar in Focus
The readers are hoped to comprehend the grammatical
aspects entirely.

V. Conclusion
1. Strengths
a. This book materials are arranged systematically. In the first chapter,
it presents the short and simple texts with around 2000 words, and
in the next chapters, it presents more complicated and long texts
that are almost similar to the original texts. It can give challeges to
the learners.
b. Most skills to be developed are specified in this book.
c. Grammar is integrated in this book so that the learners can improve
their grammar skill too.
d. Vocabulary skill is included in this book so that tha learners can
enrich their vocabulary knowledge.
e. There are some questions that can train the learners to comprehend
the texts deeper and in detail.
f. The reading texts have variety in theme like: Prophets, Books of
Allah, Dawn of Islam, Divine Tax, etc.
g. Focus is on comprehension of the meaning based on context in each
sentence.

2. Weaknesses
a. The course objectives are too general.
b. The questions in this book are too easy to answer. The answers to
the questions can be easily or explicitly found in the texts so that
they cannot give challenges to the learners.
c. The vocabularies in each of chapters are mostly familiar words, so
it will be very easy to know them without opening dictionary.
d. The series of the sentences in the texts lack cohension and
coherence.
e. Though the texts become longer and more complicated in each of
the next chapters, there are no significant difficulties. The words
seem so familiar and the stuctures are not too difficult so that there
will be no significant increase of the learners’ skills.
f. The exercises of matching the words and filling the blank use the
words which are already defined and they already have their
definitons. There are no difficulties at all.
g. Many of difficult words in the texts are not explained and their
definitions cannot be inferred from the context.
h. The learners are only asked to translate the exercises, not the entire
text so that the learners may lack comprehension of the texts.
i. Although the learners are asked to translate the exercises, but the
translation skills and the techniques are not mentioned.