Kamis, 27 Mei 2010

CHAPTER 1 NEEDS ASSESSMENT

CHAPTER 1
NEEDS ASSESSMENT

The vision of the Study Program of Arabic Education (SPAE) is to make itself a center of excellence and a reference institution in the fields of education, research, and application of science and technology related to the Arabic language with the view to meeting society's demands for professional teachers and knowledgeable sarjana of Arabic. Accordingly, the mission of the SPAE is to carry out education with the major purpose of producing high-quality graduates who are professional in teaching, research, and community service related to the Arabic language. Moreover, these graduates are ready to compete in the labor market which demands high proficiency in their field of specialization.
In line with the above vision and mission, the SPAE, for the next five years, sets up two major objectives: (1) to improve its academic performance and make its field of specialization more relevant to the community needs, and (2) to improve students' specific proficiency in Arabic to meet the market demands.
To achieve the first objective stated above, the SPAE decides to carry out the following strategic plans.
1. It will increase the teaching staff's professionalism to keep up with the rapid development of science and technology, as related to the teaching of Arabic as a foreign language. Toward this end, members of the teaching staff are required to join training, attend short courses and workshops, and take relevant apprenticeship.
To achieve the second objective, the SPAE sets up the following strategic plans.
1. It will improve students' proficiency in translating Arabic textbooks into Indonesian by means of the following operational plans:
(a) initiating collaboration in translation projects with publishing companies;
(b) sending lecturers to join apprenticeship in translation programs;
(c) sending lecturers to take short courses in translation theory and practice;
(d) sending lecturers to pursue higher degree programs specializing in translation.
2. It will improve students' specific proficiency in Arabic through the following plans:
(a) preparing students to be teachers of Arabic for specific purposes, such as Arabic for jama'ah haji (pilgrims), medical professionals, and manual labor (including household maids and drivers);
(b) sending lecturers to take short courses in Arabic for specific purposes;
(c) initiating cooperation with agencies for TKI (Indonesian labor) and travel agencies for the pilgrims, both of which are assumed to need Arabic for specific purposes.
3. It will improve students' knowledge and skill in Arabic calligraphy through the following plans:
(a) initiating cooperation with companies producing calligraphy as handicraft;
(b) sending lecturers to join apprenticeship in Arabic calligraphy.
4. It will improve lecturers' knowledge and skill in computer literacy (including using varieties of latest softwares and internet facilities) which will further increase the efficiency and effectiveness of the teaching-learning process. For this purpose, the following operational plans are considered most relevant:
(a) sending lecturers to take short courses in computer literacy;
(b) sending lecturers to join apprenticeship in computer literacy.














CHAPTER 2
INSTRUCTIONAL GOAL

2.1. Improving Lecturers' Academic Quality
Background
Arabic instruction in Indonesia, especially at the SPAE, seems to be slow in keeping up with the development of Arabic linguistics and literature as well as their teaching practices. The lecturers' academic knowledge equally lags behind because of the difficulty of obtaining the latest information on Arabic language and literature as well as their pedagogical implications. Moreover, in Indonesia very few universities have graduate degree (S2 and S3) programs which offer as fields of specialization Arabic linguistics, Arabic literature, and/or the teaching Arabic as a foreign language (TOAFL).

Rationale
The teaching staff constitutes one of the most prominent components in higher education. Therefore, improving their academic quality will in effect bring about considerable influence on graduate quality through better teaching-learning processes. If the lecturers are highly qualified, then their teaching methods and practices will proceed in a satisfactory manner. Hence, improving the lecturers' academic quality is considered an urgent need if the SPAE plans to increase its graduate quality.

Objectives
1. Improving lecturers' knowledge of Arabic language and literature.
2. Improving lecturers' proficiency in teaching methodology, especially in TOAFL.
3. Improving the quantity and quality of lecturers' research in Arabic language and literature as well as in TOAFL.
4. Improving the quantity and quality of lecturers' scientific writing in Arabic language and literature as well as in TOAFL.



Mechanism and Design
The above objectives are to be accomplished through the following activities: (1) staff development, (2) training in teaching methodology, (3) workshops, (4) academic seminars, and (5) research grants.

Performance Indicators
No Indicators Base Mid End
1 Academic seminars 8 16 25
2 Lecturers' research projects 6 12 24
3 Lecturers' publications 6 10 15

Resources Required
To carry out the above activities, the SPAE requires (1) experts/professionals, (2) research grants, (3) collections of latest books on Arabic language, linguistics, and literature, (4) a computer system, (5) a fax facility, and (6) laser compact disks (LCD), the last three items needed to assist the implementation of the above plans.

Implementation Schedule
No Activities
(measured in terms of persons and units) 2002 2003 2002 2005 2006
1 Workshop x x x x x
2 Staff development 1 1 1 1
3 Training in teaching methodology x
4 Research grants 1 1 2 1 3
5 Books and journals x x x x
6 Fax facility x
7 LCD x

Sustainability
At the end of the GDLN project, the SPAE will have had (1) more conducive academic atmosphere, (2) more lecturers holding S2 and S3 degrees, (3) more collections of latest books and journals in Arabic, (4) more research reports on Arabic language, linguistics, literature, and TOAFL, (5) more publications by lecturers, and (6) better "culture" which enables the SPAE to carry on what has been accomplished during project implementation.
Person in Charge: Drs. Irhamni, M.Pd

2.2. Developing Arabic Academic Environment
Background
Indonesian learners of Arabic have very little opportunity to interact with native speakers. Both the lecturers and students have more problem getting information of and exposure to the Arabic language and culture as compared with, for example, Indonesian learners of English. As a result, Arabic instruction has no atmosphere conducive to acquiring knowledge of Arabic language, literature, and TOAFL.

Rationale
To improve Arabic instruction in Indonesia, the SPAE needs to create a conducive Arabic academic environment, considering (1) the few visits of Arabic native speakers to Indonesia, and hence the minimum interaction with them, (2) the scarcity of electronic and/or non-electronic media showing the use and development of the Arabic language and culture, and (3) Arabic instruction in Indonesia needs more instructional media to help students make themselves better prepared for the labor market demands.

Objectives
1. Improving an academic Arabic environment conducive to learning.
2. Creating a comfortable "Arabic community" for lecturers and students.
3. Increasing access to valuable information on the latest development of the Arabic language, literature, culture, and TOAFL.

Mechanism and Design
To carry out the above activities, the SPAE plans to (1) conduct workshops, (2) send lecturers to join relevant apprenticeship, (3) invite guest lecturers (native speakers of Arabic whenever possible), (4) providing itself with Arabic textbooks, journals, magazines, and newspapers, and (5) providing lecturers with research grants.


Performance Indicators
No Indicators Base Mid End
1 Research projects 6 10 15
2 Intensity of oral communication in Arabic among lecturers 40% 60% 80%


2.3. Improving the Arabic Intensive Course (AIC)
Background
Because the UMPTN system of admitting new students does not measure their Arabic proficiency, some input students have a very low Arabic proficiency. As a result, they have difficulty taking skill courses as well as content courses given in Arabic. This is one of the reasons why they need longer time to graduate.

Rationale
Basic proficiency in Arabic is a prerequisite for courses presented in Arabic. Therefore, input students are required to take the Arabic Intensive Course (AIC) for two semesters, which constitute 24 credits. However, as yet the AIC is not supported by adequate supporting instructional components, so that it is not as effective as it is expected to be.

Objectives
1. Increasing average GPA in AIC
2. Increasing average GPA in Arabic skill courses
3. Shortening duration of completing the S1 program

Mechanism and Design
To accomplish the above objectives, the SPAE plans to (1) send lecturers to join apprenticeship in managing IAC and language labs, (2) motivate lecturers to compete for research and teaching grants, (3) give students an immersion program in Arabic instruction, (4) conducting relevant workshops, (5) procuring adequate instructional media for the IAC.
Performance Indicators
No Indicators Base Mid End
1 Average GPA in AIC
 85 - 100
 < 75
20%
80%
40%
60%
60%
40%
2 Students' average GPA
 > 3.0
 < 3.0
45%
55%
60%
40%
80%
20%
3 Length of study
 8 semesters
 > 8 semesters
45%
55%
60%
40%
80%
20%

Resources Required
To carry out the above activities, the SPAE requires (1) experts in designing and implementing an AIC program, (2) experts in language lab management, (3) research grants, and (4) an adequate system of supporting instructional media.

Implementation Schedule
No Activities
(measured in terms of person and unit) 2002 2003 2004 2005 2006
1 Apprenticeship in AIC designing and implementation 2 2 - - -
2 Apprenticeship in language lab management 1 - 1 1 -
3 Workshop X x x X x
4 Research grant 2 1 2 2 3
5 Teaching grant - 1 - 1 -
6 Professional assistance 1 - - - -
7 Instructional media procurement
Computer system
Radio & tape-recorder set
-
1
-
1
-
-
-
-
1
-
8 Immerson Program - 1 - 1 2

Sustainability
When the project is over, the SPAE will have had a well-designed AIC curriculum with its adequate supporting system. Lecturers in charge of teaching the AIC will have had an instructional model adjusted to the AIC curriculum. The sustainability of the intensive instruction at the AIC will be maintained by means of funding resources such as DRK and SPP.
Person in Charge: Drs. Kholisin, M.Hum.

Tabel 2. SUMMARY OF THE TOTAL PROPOSED BUDGET
(in million)

Components of expenditure 2007 2008 2009 Total Percentage
Non-degree training 111,5 78 528 26,4%
Teaching 41 14 127 6,4%
Technical assistance - - 80 4,0%
Book & journals
Textbooks 7,5 4 19 1%
Scientific journals 1,5 3,5 9,5 0,5%
Workshop 50 50 260 13,0%
Total 400 400 200 100%
DRK 20 20 100 5%

Tabel 3:

Summary of the annual budget (in million)
Year: 2002

Project component Unit Quantity Unit cost (Rp) Total cost (Rp)
1. Staff development
Non degree training Staff-month 7 15 105
2. Equipment
Teaching Unit/package 3
2
52
29
3. Technical assistance Staff-month 4 10 40
4. Book and Journals
One. Textbooks
Two. Scientific journals Copies
Titles



5. Workshop Package 6 10 60
Proposed investment 400
Total proposed budget 400
DRK commitment 20
Total Budget 420






Tabel 3:

Summary of the annual budget (in million)
Year: 2003

Project component Unit Quantity Unit cost (Rp) Total cost (Rp)
One. Non degree training Staff-month 2 27.5 55
2. Equipment
One. Teaching Unit/package 2 2
15
3. Technical assistance Staff-month 2 10 20
4. Book and Journals
One. Textbooks
Two. Scientific journals Copies
Titles -
- -
1 -
1
5. Workshop Package 5 10 50
Proposed investment 400
Total proposed budget 400
DRK commitment 20
Total Budget 420


Tabel 3:

Summary of the annual budget (in million)
Year: 2004

Project component Unit Quantity Unit cost (Rp) Total cost (Rp)
a.
b. Non degree training Staff-month 3 15
45
2. Equipment
b. Teaching Unit/package 2 14 28
3. Technical assistance Staff-month 2 10 20
4. Book and Journals
a. Textbooks
b. Scientific journals Copies
Titles
6,5
4,5 6,5
4,5
5. Workshop Package 5 10 50
Proposed investment 400
Total proposed budget 400
DRK commitment 20
Total Budget 420



Tabel 3:

Summary of the annual budget (in million)
Year: 2005

Project component Unit Quantity Unit cost (Rp) Total cost (Rp)
1. Staff development
One. Degree training
Two. Non degree training Staff-year
Staff-year
Staff-Semester
Staff-month 2
1
1
4 24
24
27,5
15 48
24
27,5
60
2. Equipment
One. Laboratory
Two. Teaching Unit/package
Unit/package 1
2 0,5
- 0,5
41
3. Technical assistance - - - -
4. Book and Journals
One. Textbooks
Two. Scientific journals Copies
Titles
7,5
1,5 7,5
1,5
5. Workshop Package 5 10 50
Proposed investment 400
Total proposed budget 400
DRK commitment 20
Total Budget 420



Tabel 3:

Summary of the annual budget (in million)
Year: 2006

Project component Unit Quantity Unit cost (Rp) Total cost (Rp)
b. Non degree training Staff-month 2 15 30
2. Equipment
4. Laboratory
b. Teaching Unit/package
Unit/package 2
1 11,5
14 11,5
14
4. Book and Journals
a. Textbooks
b. Scientific journals Copies
Titles
7,5
1,5 7,5
1,5
5. Workshop Package 5 10 50
Total proposed budget 400
DRK commitment 20
Total Budget 420


ORGANIZATION STRUCTURE OF PERSONNELS

GENERAL COORDINATOR
Dr. H. Dawud, M.Pd.
(Dean)


COORDINATOR
Drs. H. Moh Khasairi, M.Pd.
(Head of JSA)
------------------------
SECRETARY
Hanik Mahliatussikah, S.Ag., M.Hum.


MEMBER MEMBER
Dra. Nur Anisah Ridwan, M.Pd. Syafaat, S.Ag., M.Ag.


MEMBER
Dr. Nurul Murtadho, M.Pd.

CHAPTER 3
ORIGINALITY


3.1 Originality of Improving Lecturers' Academic Quality

The teaching staff constitutes one of the most prominent components in higher education. Therefore, improving their academic quality will in effect bring about consi.
derable influence on graduate quality through better teaching-learning processes. If the lecturers are highly qualified, then their teaching methods and practices will proceed in a satisfactory manner. Hence, improving the lecturers' academic quality is considered an urgent need if the SPAE plans to increase its graduate quality.

3.2 Developing Arabic Academic Environment
To improve Arabic instruction in Indonesia, the SPAE needs to create a conducive Arabic academic environment, considering (1) the few visits of Arabic native speakers to Indonesia, and hence the minimum interaction with them, (2) the scarcity of electronic and/or non-electronic media showing the use and development of the Arabic language and culture, and (3) Arabic instruction in Indonesia needs more instructional media to help students make themselves better prepared for the labor market demands.

3.3 Improving the Arabic Intensive Course (AIC)
Basic proficiency in Arabic is a prerequisite for courses presented in Arabic. Therefore, input students are required to take the Arabic Intensive Course (AIC) for two semesters, which constitute 24 credits. However, as yet the AIC is not supported by adequate supporting instructional components, so that it is not as effective as it is
CHAPTER 4
IMPLEMENTATION PLAN


4.1 Resources Required
To accomplish the above objectives, the SPAE requires (1) a room for "self-access center" or SAC, (2) research grants, (3) books and journals in Arabic, (4) a "parabola" system to catch TV and radio broadcast in Arabic, (5) TV and radio sets which go together with item no. 4, (6) a computer system with internet to access Arabic websites, (7) VCDs, and (8) VCD players, items 7 and 8 to help enrich the SAC.

Implementation Schedule
No Activity
(in terms of persons and units) 2001 2003 2004 2005 2006
1 Workshop x x x x x
2 Developing Arabic academic environment - 2 - 1 -
3 Guest lectures x x
4 Research grants 2 1 1 2 2
5 Literature/linguistics training 1 1 1
6 Books & journals procurement x x x x
7 Parabola system procurement x

Implementation Schedule (continued)
No Activity
(in terms of persons and units) 2001 2003 2004 2005 2006
8 Computer system procurement x
9 TV set procurement x
10 VCD procurement x
11 Tape-recorder procurement 2 2
12 Radio set procurement 1 1

Sustainability
At the end of the project, the SPAE will have had (1) an intensive Arabic academic environment, (2) a self-access center or SAC, (3) a number of research reports by the lecturers, (4) an adequate collection of Arabic textbooks and journals, (5) a set of parabola system, (6) a set of computer system, (7) TV, VCD, tape-recorder, and radio sets necessary for the SAC, (8) an adequate source of funding to maintain the activities carried out during the project implementation.

Person in Charge: Drs. Moh. Ainin, M.Pd

MEMBUAT DESAIN KASAR/ AWAL

SECARA KASAR MENDESKRIPSIKAN POKOK MASALAH

MENDESKRIPSIKAN ASPEK-ASPEK IT (TEKNOLOGI INFORMASI)

STRATEGI PELAKSANAAN KEGIATAN HARUS MEMPERTIMBANGKAN
FAKTOR-FAKTOR KELAYAKAN DAN KETERLAKSANAAN PROGRAM

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