A.

Introduction
1. Background of the Analysis Project
Students needs to improve their understanding on the process of school or program
curriculum development and skills to analyze a program
2. Objectives of the Analysis Project
- The objective of the Analysis Project is to find out whether the syllabus used is
effective or not.
- To find out the most important factor in teaching-learning activities
3. Significance of the Analysis Project
a. Theoretical
This analysis will act as the reference for students and lecturers.
b. Practical
This analysis will be beneficial to education students, lecturers to improve their
teaching.
B. Literature Review
C. Method of the Program Curriculum Analysis
1. Technique/methods/procedures to collect data, including the stages of the analysis
To collect the data, we used two techniques: observation, and interview.
2. Instruments for collecting the data
There is an instrument used: syllabus
D. Findings and Discussion
1. Need Analysis (hlm.27)
Type of need
Necessities
Lacks
Wants

Focus
Coherence
Cohesion
Situation of use
proficiency
Situation of use
Wishes
Use

Method

Example

testing

2. Situation/ Environment Analysis (hlm.17)

General constraints
The learner
How old are they?
What do they know?
Do they need English for a
special purpose?
Do they have preferred
ways of learning?

Particular constraints

Effects on curriculum design

Are the learners interested

in all kinds of topics?
Can the learners do all
kinds
of learning activities?
Do they share a (first)
language?
Can their first language
be used to help learning?
What previous learning
have they done?
Will they use English for
a wide range of purposes?

Take account of learners

interests
Use appropriate activities
Use teacher-centred
activities
Use some translation
Use first language prereading
activities
Use reading input
Set general purpose goals
Include expected material
Allow learners to negotiate

Situations
Is
there

suitable

classroom?
Is there enough time?

Are

there

enough

resources?

Is it worth developing the

course?

Do they expect to learn

certain things from the
course?
Do they have
expectations
about what the course will
be like?
Are they interested in
learning English?
Do they have to learn
English?
Can they attend class
regularly?

the nature of the course

Can the arrangement of

the desks be changed for
group work?
Is the blackboard big
enough and easily seen?

Use group work activities

Use material that does not
require the students to have
a course book

Can the learners reach the

goals in the available
time?
Is the course intensive?
Can the learners give all
their time to the course?

Set staged goals

Provide plenty of material
Set limited goals

Can material be
photocopied?
Can each learner have a
copy of the course book?
Is there plenty of
supplementary material?
Are tape recorders etc
available?

Provide individualised
material
Use teacher-focused material
Match the content to
available supplementary
material
Develop audio and video
taped material

Do learners meet English

outside class?
Will the course be run
several times?

Provide contact with a large

amount of English in class
Put time into preparing the
course

Use highly motivating

activities
Include relevant topics
Recycle activities
Use a spiral curriculum

3. Program Goals and Approach to Planning the Goals

This course goal is developing students writing skills in order to be able to write English
personal short texts accurately.
Approach used in selecting this syllabus type is
4. Type of Syllabus and Approach in Selecting the Type of the Syllabus
Teacher uses skill-based syllabus for Basic Writing for Personal Responses course.
5. Learning Materials

The course used two main reference books: Great Writing 2: Great Paragraph and Writing
Skills Success, in 20 minutes a day. To complement those, there are some given texts.
6. Program/ Course Evaluation
The course is evaluated through exams: mid-term and final exam.
E. Conclusion, Implications, and Suggestions
References
Appendices
Reflection