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been analyzed, they will be the rationales behind all activities of adapting the syllabus. The new adapted syllabus will be applied in one conversation class then. In the end of the class,
Evaluation is conducted by distributing questionnaires to the students and recording their talking time together with the teacher‟s talking time. All of the previously mentioned stages
are generally described in the following flowchart.
Figure 3.1. The Research Design
B. Research Procedures for Collecting Data
According to Richards 2001:59-63, there are several procedures to collect data in triangulation method. Some of these procedures are distributing questionnaires, holding
meetings, and conducting analysis of available information. The first procedure is distributing questionnaires to the 50 UNDIP students from different majors and faculties studying in
Evaluating the Results All Data
Analyzing the Data
Adapting Syllabus
Applying the Syllabus in the Class
Conducting Triangulation
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Tembalang near the course for needs analysis. The questionnaires actually are adapted from the questionnaires made by Gravatt, Richards, and Lewis in Richards 2001:73-87 which
were needs analysis questionnaires for Cantonese learners. The questionnaires are divided into eight lists of questions having different topic of question. These topics are
1. General descriptions of respondents consisting the average of their TOEFL scores, their opinion about their skills level in English, their ways in learning English
learning at English course, using private teacher, or autodidactic learning, their opinion about learning English at English course useful or not, and their
preference course length in learning English at English course. 2. The reasons of these students for not continuing their previous English course.
3. The ways preferred by these students in learning English. 4. The teaching ways preferred by these students in learning English.
5. The speaking problems faced by students. 6. The listening problems faced by students.
7. The skills in English that students want to achieve. 8. The ways that teacher should do in the class according to the students
The second procedure, holding meetings, is actually synonymous with what is previously called focus group discussion. This kind of discussion is a research technique
which collects data using group interaction on one topic determined by researcher Morgan, 1996:130. This second procedure used to employ needs analysis. For the needs analysis, the
discussion is focused on academic affairs, and it is attended by academic manager and all conversation teachers. This discussion furthermore is classified into two topics. The first
topic is the problems usually faced by conversations class students. These problems are
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divided into four kinds of problems that are grammatical problems, lexical problems, phonological problems, and non-linguistic problems. The classification of these problems,
except for non- linguistic problems, is based on McCarthy‟s levels of language descriptions
1991:32. The second, on the other hand, topic focuses more on choosing the appropriate textbook and its syllabus which will be adapted in the conversation class at Albibek
Tembalang. On this topic, the strengths of the chosen textbook in comparison of the other book which its name is not mentioned and the constraints faced by the teachers and
academic manager in using the chosen the textbook are specifically displayed in the tables at chapter IV.
And the last procedure conducted for needs analysis is analysis of available information. The term „information‟ here means all available various sources such as books,
journals, reports, records, surveys, and others Richards, 2001:63 or which has previously mentioned as the related literature. All of this information is analyzed for providing
supportive information to conduct needs analysis. Beside needs analysis, there is also situation analysis conducted by holding focus
group discussion attended by non-academic staff including branch manager marketing manager and finance staff in order to get insights from other factors that according to
Richards 2001:90 are relevant to the design and implementation of successful language programs such as societal factor, project factor, institutional factor, teacher factor, learner
factor, and adoption adaption factor. Each of these factors is then reviewed its positive and negative impact on the plan of designing adapting syllabus. All of the aforementioned
procedures afford several points of view. These points of view are from students, teachers, previous researchers and experts gained from needs analysis, and from non-academic staff
gained from situation analysis. All of them are useful in conducting more objective and
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thorough analysis. The procedure of collecting data previously mentioned is described in the following flowchart.
Figure 3.2. The Procedure of Collecting Data
C. Technique of Data Analysis
