Hutchinson and Waters have defined the gap between the target situation and the present situation as the learning needs. Hutchinson and
Waters 1987:62-63 have developed a checklist to analyze learning needs. They are stated as follows:
• Why are the learners taking the writing course? • How do the learners learn?
• What resources are available? • Who are the learners?
• What do learners know about writing? The course designer used this checklist to analyze learning needs. This
checklist helped a course designer to follow the step in designed materials.
c. Learning Objectives
The important step in instructional planning is specifying learning objectives in which the teacher’s concern is with learning as the outcome of
instruction. Writing objectives is a developmental activity that requires refinements, changes, and modification as the writer develops subsequent
planning steps. Once collected and analyzed needs analysis data are used to formulate course goals or aims and objectives. Goals are the global target
outcomes around which the syllabus is organized, given the students’ purposes abilities, their target needs, and institutional requirements.
d. The EAP Syllabus
According to Hutchinson and Waters 1987:80, a syllabus is a document that details what will be learnt. A syllabus is plan of work essential
for the teacher as a guidelines and context for class content. In other words, a syllabus is a coherent plan for a course of study, providing a map for both
teachers and learners, which specify the work to be accomplished by students based on explicit objective. There are three types of approaches to EAP
syllabus Yalden 1987, Hutchinson and Waters 1987, Robinson 1991. They are content or product-based approaches, skills based, and method- process
based syllabuses. •
Content-Based syllabus: Situation, Topic, language form, English for Academic Purposes employ a situational syllabus. A topic-
based syllabus employs the content of students’ work or specialist study, which will be used as an organizing device for the syllabus to motivate
the students. •
Skill-based syllabus The development of skill-based syllabuses indicates that the constituents
of four language skills listening, speaking, reading, and writing have also been considered.
• Method-Based syllabus: Tasks, processes, and learning centered
A Tasks syllabus consists of asset of tasks or activities. These tasks have been graded carefully in accordance with the cognitive difficulty. To
attain the terminal behavior the students must engage themselves in a set PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
of activities called tasks. In a language-centered approach the syllabus is the determiner of the entire course. In a skill-centered approach, there is
a degree of negotiation between texts and skills. The researcher used two types of syllabuses in this design. They will be
discussed in relation with the topic of this study. First, the Content-Based syllabus: Situation, Topic, and language form, and second, the Method-Based
syllabus: Tasks. Learning is not only a matter of presenting items or skills and strategies,
but also the process through which they are mastered. Therefore, the syllabus must be used in a more dynamic way in order to enable methodological
considerations such as interest, enjoyment, and learner involvement, to influence the content of the entire course design. In terms of practical
implementation, learners need to be presented with tasks, which are concerned with language skills as real communication in real time, not in isolation. The
writing skills have been expanded to focus on their communicative goals Dubin and Olshtain, 1986:101. In an academic course EAP, learners write
assignments that are suitable to their specific field of study; lab, reports, library research reports, etc. Writing is tied to learners’ real world needs as
well writing academic papers and research articles. To sum up, the writing activity becomes an interactive process with focus on time, the reason for
writing, and the reader. The objective of the activity is communicating to the audience.
3. Material Design
