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questionnaire, from the students joining conversation class in which the new syllabus is applied.
C. Statements of the Problems .
The scope of the study above also leads us to more specific problems statements of this study. There are four problems statements of the study that have been formulated.
1. What are the needs, particularly learning needs, of the higher education students studying near „Albibek Smart in English‟ Tembalang?
2. How are situations related to „Albibek Smart in English‟ Tembalang,
Semarang described? 3. How is a syllabus of 1
st
conversation class of higher education students in „Albibek Smart in English‟ Tembalang designed by adapting the former
syllabus based on the students‟ needs and the situations previously mentioned
using the learning-centered approach? 4. What are the implications for applying this new adapted syllabus to the
students particularly seen from the amount of STT and TTT?
D. Objectives of the Study
The main objective of this study is finding out how to adapt 1
st
conversation class of higher education students. Further objectives of this study as in line with the statements of the
study are stated in the following:
1. To find out the needs of the higher education students studying near „Albibek
Smart in English‟ Tembalang.
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2. To describe situations related to „Albibek Smart in English‟ Tembalang,
Semarang. 3. To describe how a syllabus of 1
st
conversation class of higher education students
in „Albibek Smart in English‟ is designed by adapting the former syllabus based on
the students‟ needs and the situations previously mentioned the learning-centered approach.
4. To find out the implications for applying this new adapted syllabus to students seen from the amount of STT and TTT.
E. Significance of Study
By designing syllabus of 1
st
conversation class for higher education students, the writer hopes that the result of the research will be useful to give some contributions to the
field of teaching English as a foreign language TEFL such as:
1. To give beneficial help for students of higher education with basic and better fluency in English particularly in speaking conversation.
2. To give beneficial indirect support to the formal higher education institutions to produce more globally qualified graduates.
3. To be a beneficial reference for teachers, syllabus designer, or curriculum developer in designing or redesigning conversation class syllabus.
4. To be a beneficial reference for improvement to English courses or other language institutions holding conversation classes.
5. To be a beneficial reference for linguists who may use the result of this study in conducting other related research.
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F. Operational Definition of Key Terms