Developing Syllabus of Introduction to Literature for Students of English Department in Untirta

This research was conducted to seek the compatibility between the syllabus of Introduction to Literature Subject in English Department of UNTIRTA with the need of English Department students of UNTIRTA. The aims of this research are: 1) To find out what kind of English literature materials that English Department students need nowadays; 2) To find out the materials of English literature in the syllabus of Introduction to Literature; 3) To find out the kind of English literature syllabus needed by students of English Department in UNTIRTA. The objects of the research are limited to the syllabus of Introduction to Literature in English Department and the students of English Department in UNTIRTA. The theories used here are the theories of literature, curriculum implementation through syllabus and need analysis. This study is a qualitative research, a design and development program on English literature syllabus. This study is carried out in the undergraduate English Department of the Faculty of Teacher Training and Education in UNTIRTA. To ensure the validity and reliability of the results, the data were collected through the documentation of Introduction to Literature syllabus, the syllabus design and development, and the expert’s evaluation. The data from Introduction to Literature syllabus was analyzed to compare and relate it to the results of the needs analysis. Eventually, the evaluated syllabus was improved and reconstructed.


INTRODUCTION
The purposes of learning English as a language of the world are multifarious.However, the primary purpose of learning a second language or a foreign language is associated, mostly, with the successes in the businesses outside.Generally, the material of English literature study in Indonesian college is considered as insufficient to give students a required knowledge about literature.
There are some benefits of studying literature / inserting literature in the syllabus, such as: 1) Literature provides pleasure to listeners and readers.2) Literature builds experience.3) Literature provides a language model for those who hear and read it.4) Literature develops thinking skills.5) Literature supports all areas of the language arts curriculum.6) Literature helps children deal with their problems.7) Picture books develop visual literacy.8) 110 should be a link and match between the materials given in the university with the needs of appropriate knowledge and skills which will be applied by students as future teachers in the teaching field.While the innovation of this research is in the sense that it will offer a new approach in preparing the syllabus, lesson plan and hence the materials that will be given to students of English department of UNTIRTA by adjusting them to the needs of high school teachers in the field.Furthermore, the results of the research were implemented in the subject of Introduction to Literature, in English department of UNTIRTA.Moreover, to make it publicly acknowledged the results of the research will be published in journal, either national or international.

THEORETICAL FRAMEWORK
Rees made two kinds of definition about literature (Haryanti in Wijayanti & Rahmawati, 2016: 3), "Literature in the broad sense and in the narrow sense".In the broad sense means anything written.While literature in the narrow sense means anything that is written which expresses ideas, emotions, feelings, and attitudes toward life.The literature discussed in this research is literature in the narrow sense.
Jacobs and Roberts (in Wijayanti & Rahmawati, 2016: 5) state that there are many advantages when people are studying literature, such as: 1) literature helps people to grow both personally and intellectually; 2) It provides an objective base for people's knowledge and understanding; 3) It helps people to connect themselves to the cultural context of which they are a part; 4) It enables people to recognize human dreams and struggles in societies that people would never otherwise get to know; 5) It helps people to develop mature sensibility and compassion for the condition of all living things; 6) It gives people the knowledge and perception needed to appreciate the beauty of order and arrangement, just as well as -structured song; 7) It provides the comparative basis from which people can see worthiness in the aims of all people, and also helps people see beauty in the world around them; 8) It exercises people's emotions through the arousal of interest, concern, excitement, hope, fear, regret, laughter, and sympathy.
Hopefully, by understanding the advantages of studying literature, it will grow students' interest towards literature.At last, since perhaps, the next Eri Rahmawati et al. The Journal of English Language Studies Copyright©2017, p-ISSN: 2527-7022 & e-ISSN: 2541-5131 Vol. 02, No. 01, March 2017, (108-119) 111 five years most of students are going to be English teachers, literature can much help them in teaching English in smooth and enjoyable way.
Jacobs and Henry (in Wijayanti & Rahmawati, 2016: 6) classify literature into three genres: "prose fiction, poetry, and drama."Prose fiction includes novels, short story, myths, parables, romances and epic.They talk about characters that undergo some kind of change as they meet other characters or deal with problems in their lives.Poetry is much more economical than prose fiction and relying heavily on imagery, figurative, rhythm, and sound.
Drama or plays are performed by the characters on the stage.
Meanwhile, the need to conduct syllabus analysis becomes evident when it is recognized the multiple uses of syllabi in higher education and the changing perception of the role of syllabi in educating students.To date, these functional multiplicities of syllabi have not been examined simultaneously in the literature.What little literature does exist views syllabi from singular perspective.
Bers, Davis, and Taylor (1996) suggest that the integrity of syllabi is important for administrative purposes because (1) syllabi are explicit public descriptions of courses, (2) they can and often are used as evidence in grievance and judicial hearings, and (3) they are used routinely to determine course equivalency in transfer situations.Thus, the administrative function of syllabi occurs not only within any one particular university but also across colleges and universities.
In designing the syllabi, some target tasks need to be determined.
Once target tasks have been identified via the needs analysis, the next step is to classify and organize them.For example, in a course for trainee flight attendants, the serving of breakfast, lunch, dinner, and snacks and refreshments might be classified as serving food and beverages.Learning tasks which engage the students in various aspects of communication are then developed and sequenced to form the task-based syllabus.

RESEARCH METHODOLOGY
This study is a qualitative research.Specifically, this study is a design and development program on Introduction to Literature syllabus.Syllabus design can be defined as selection and organization of instructional content including suggested strategy for presenting content and evaluation (Brown, 1996).The existing syllabus was developed to address the students' needs and actualize the institutional goals and objectives related to the needs of the students nowadays.
This study was carried out in the undergraduate English Department in University of Sultan Ageng Tirtayasa.This department is under the Faculty of Teacher Training and Education.The idea of choosing English Department of the University of Sultan Ageng Tirtayasa as the research site had been encouraged by the following two reasons.First, all the researchers are the lecturers in this department.This surely helps them to get easy access to the research site, and hence, increases the feasibility of the study to be conducted (Bogdan and Biklen, 1998).Second, the absence of the study on the kind of English literature syllabus needed by the students nowadays makes this research necessary to be conducted.
To ensure the validity and reliability of the results, the data were collected from multiple sources.For this study, the data were collected Eventually, the evaluated syllabus was improved and reconstructed.The stages in syllabus development in this study included Planning and Specification, Dissemination and Implementation, and Evaluation and Revision (Sundayana, 2006).Each was elaborated as follows.
A. Planning and Specification stage: 1. Identify the needs of high school students nowadays 2. Formulate English literature basic competencies and indicators for English department students

B. Dissemination and Implementation stage:
A Develop testing (e.g.Pretest, Mid test, and Final test) B Develop teaching materials

C. Evaluation and Revision Stage Evaluation
Evaluation and revision is conducted by an expert in English Literature.The result of evaluation is used to improve and reconstruct the syllabus

FINDING AND DISCUSSION
Based on the analysis of students' questionnaires, the researchers found some results.They could be described as follow: 1.  Copyright©2017, p-ISSN: 2527-7022 & e-ISSN: 2541-5131 Vol. 02, No. 01, March 2017, (108-119) 114 and make the poetry in the class room.

3.
There Besides gathering the data from the check lists questionnaire, the students also should answer 5 questions related to the subject of "Introduction to Literature".In answering the questions, the students were free to express their opinions regarding the projects to improve their understanding of "Introduction to Literature".
Based on the question about what kind of project the students prefer to do, the first question given to students is about what kind of small project that they think more challenging to them.It can be seen that 16% of the respondents like writing a poem, 6% of the respondents thought that creating a song from a poem is a challenging activity in the classroom, 10% of the respondents like reading a poem, and 6% prefer doing any kind of literatures.
56% of the students like doing a drama project and 6% of the students prefer analyzing a story or novel.It was shown that most students or half of the respondents prefer doing a drama project rather than reading and writing a poem.
through the documentation of Introduction to Literature syllabus, the syllabus design and development, and the expert's evaluation.The data from the documentation of Introduction to Literature syllabus existing in English department was analyzed to compare and relate it to the results of the needs analysis.The results were combined and used to design and develop new syllabus.The new syllabus was evaluated by expert to help the researchers to discover whether or not the new syllabus is effective.

Figure 1 :
Figure 1: Syllabus Design and Development

Figure 2 :
Figure 2: Systematic Model for Syllabus Design (adapted fromBrown, 1996) was 77.41% students responded AGREE the module / handouts used by them in learning Prose (as one of Literature material) can be