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situation because it only tells us what people do with language. On the other hand, learning needs analysis does not tell us about what people do with language, but it tells us about how
people learn to do what they do with language. It is not only about what people need to
know in order to function English, but it is also about how people learn English. This analysis serves as a vehicle to the target language, and it is called a learning-centered
approach to needs analysis ibid, 1987:61-63. Hutchinson and Waters 1987:92-93 explains that syllabus outlines the topics and
language features of target situation, but it allows material writers teachers to consider factors appearing from the learning situation. Syllabus and material therefore evolve together
in which syllabus becomes a generator of good and relevant learning activities and serves the needs of students as both language users and language learners.
6. Situation Analysis
Richards 2001:90 explains that collecting information used to develop a language needs profile of a group of student for effective decision making about language course‟
content and goals is the goal of needs analysis. Nevertheless, outside factors separated from the needs of learner are also needed to consider. Richards 2001:91 defines situation analysis
is an analysis of situations in the context of curriculum syllabus project which is conducted for assessing their potential impact towards the project. According to him there are several
factors that must be carefully considered in conducting situation analysis. They are societal factors, project factors, institutional factors, teacher factors, learner factors, and adoption
factors. Conducting situation analysis, furthermore, is in line with what Dőrnyei and Thurrell
1994 have stated about cultural context that is one of the factors that should be considered in designing conversation course content.
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7. Adapting Syllabus from Textbook
Richards 2001:254-255 describes that the use of commercial textbooks has several advantages. These textbooks help standardize instruction, maintain quality, provide a variety
of learning process, are efficient, provide effective language models and input, train teachers,
are visually appealing, and moreover, they provide structure and a syllabus for a program.
On the one hand, these advantages, especially the last one that commercial textbooks provide structure and a syllabus together with time constraints, the age of the company, and
the lack of human resources who are able to design syllabus, are the reason why Albibek use the commercial textbook as a source of syllabus in its conversation class. On the other hands,
He 2001:255 also mentions that the use of commercial textbooks has several disadvantages. They may contain inauthentic language, they may distort content, they may not reflect
students‟ needs, they can deskill the teachers, and they are expensive. Therefore, based on the previous facts, Albibek should also not only adopt the textbook but also adapt it based on the
learners‟ needs and situation. Richards 2001:260 believes that most teachers are not materials creators, but they
are good materials provider. He furthermore explains that there are many forms in adapting textbook. These forms are modifying content, adding and deleting content, reorganizing
content, addressing omissions, modifying tasks, and extending tasks. These activities usually are conducted when the teachers becomes more familiar with the book. According to Dudley-
Evans and St. John, a material provider should be able to select appropriately from what is available, be creative with what is available, modify activities to suit le
arners‟ needs, and provide extra activities and extra input.
As previously mentioned, Hutchinson and Waters explained that in the learning- centered approach, it is possible to make necessary adjustments on an established syllabus
that has contained topics and tasks, based on learning situation analysis analysis of learning
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needs, so the syllabus can generate good and relevant learning activities for students. This syllabus adjustment
, taken from Hutchinson and Waters‟ explanation of the role of the syllabus in a learning-centered approach, is described in the figure below.
Figure 2.0. The Syllabus Adjustment
LEVEL 1
LEVEL 2
Analyze learning
situation
Create interesting and enjoyable
materials
Check language and skills content of
materials and make necessary
adjustments Establish general
syllabus of tasks and
topics
Analyze target
situation
Produce detailed languageskills
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CHAPTER III RESEARCH METHOD
