Research Objectives Research Benefits

14 by the teacher. Hints are always given to the students so they can find out and practice by themselves. Students are able to discuss what they learn with peer group. The last is production. Production is chance to students express their own idea. Students make a text based on topic that giving by the teacher, which aims to measure how far the students understand about the material. Regarding the proceses, it can be cocluded that student-centered approach is implemented in PPP. The teachers or instructors provide students with opportunities to learn independently and from one another. They also coach the students in the skills that need to learn. According to Vystavelova 2009, there is an advantage of PPP model that leads to the student-centered approach. Using PPP, the lesson is easy to prepare because the material used for the lesson are ordered from the simplest to the most difficult. Types of activities are arranged from the most controlled to the feast controlled. Thus, this approach is relatively easy for beginner students or novice level students. In addition, Carless 2009 said that “low achieving students probably learn better through PPP ”. The PPP has been referred to a teaching method; however, it can be utilized as a useful technique with a variety of teaching methodologies, such as the most common type communicative approach and text- based approach. In both approaches, students takes dominant role in the learning process. The scaffold given to the students is gradually decreased in order to be independent. The learning model should be adjusted to the class’ circumstances. The systematic procedures can be combined in order to vary the activities and give stimulus to the learners. The first stage, Presentation, aims to buid knowledge or 15 provide general overview. Learners are also engaged because the class will run smoothly if students have interests. Then, practice stage is also one way to activate learners. Th is step elaborates learners’ skill and observe how interaction happens in the class. After learners construct their text, performance time should be provided even in bigger portion if necessary. Assessment can be used to evaluate the process and learners’ progress. Thus, the theory of learning model supports the researcher to design the learning materials. Other theories that support the explanation about college general English will be elaborated into three parts. First, English for international communication discusses the importance and needs of English for international communication. Second, English for general purposes is to find out the general English for college students. The last is English proficiency, which aims to know the English proficiency level at the university level. The detailed explanation is as follows.

a. English for International Communication

In order to understand the idea of English for international communication, it is important to figure out English speakers in the world and define what is meant by ‘world English’. The use of English in the world is not uniform. According to Kachru 1985, as cited by Zacharias 2003, p.15, the speakers of English can be classified into three categories. Each category is represented through the concentric circles. The inner circle includes countries such as the UK, the USA and Australia where English is the primary and often the only language for the majority of the population. The outer circle refers to countries such as Singapore, India and Nigeria, where English has become part of chief institutions, and plays the role of ‘second’ or ‘additional’ language, alongside local languages. The expanding circle consists of countries where English is only a foreign language. Kachru, 1985, cited by Zacharias, 2003, p.15 16 Based on those categories, Indonesia belongs to the expanding circle, in which English is only a foreign language. English as a world language is acknowledged important to be learnt. The English speakers have reached more than seven hundred million people. Thus, English is widely accepted as a global language, or in another term ‘world English’. Zacharias 2003, p.20 stated that ‘English is used both in a global sense for international communication between countries and in local sense as a language of wider communication within multilingual societies’. English function is to enable speakers share their ideas and cultures. English can also be connected to the cultures where the language is used. In this study, the researcher began with the needs analysis. According to Richards et al 1992, needs analysis is the process of determining the needs for which a learner or group of learners requires a language and arranging the needs according to priorities...[it] makes use of both subjective and objective information. cited by Jordan, 1997, p.20 Needs analysis aims to find out the necessities, demands, wants, and lacks of the learners. It can be conducted through interview, observation, library research, and so on. Other approaches also have become parts of needs analysis; those are target- situation analysis, present-situation analysis, deficiency analysis, strategy analysis, and constraints Jordan, 1997, p.22. The analysis forms the real or assumed needs that are actually appropriate for the learners. Furthermore, Kirkpatrick and Kirkpatrick 2009, p.7 state that to begin a program should start from the end. What goal and how success look like should be determined and then gradually looked forward. The identification of the targeted behaviors that program graduates must apply back at learners’ life in order to bring the identified outcomes. In this study, needs analysis will be utilized as the foundation to determine the concept of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI