NEED-ANALYSIS BASED ON DESIGN PROPER ENGLISH COURSE SYLLABUS

Andi Dian Rahmawan(1*),

(1) Universitas PGRI Yogyakarta
(*) Corresponding Author

Abstract


This research attempts to give perspective to the teachers and lecturers of English regarding a proper syllabus which mainly based on students’ problems on designing good quality of the abstracts of their research. 14 students’ product of abstracts of non-English department in the University of PGRI Yogyakarta would be employed as the main sources of data. The technique of doing this study is by observing on the students’ error production based on the diction and the grammatical aspects. This is a Research and Development which the result is a need-analysis-based syllabus. The syllabus mirrors that most of students have difficulties on finding the proper dictions of certain words, such as cardinal and ordinal numbers. From the perspective of grammar, they found that it is an obstacle to apply certain tense and aspect system of English. Based on these, the researcher expects that teacher and lecturer of English are able to design the more suitable and ready-to-use skills that gained during the classroom activities so that students are able to design the more acceptable abstract of their research to increase the readability and the acceptability of academic writing.


Keywords


Syllabus; Abstract Writing; Diction and Grammatical Aspects

Full Text:

PDF

References


Alluhaybi, M. (2015). Psychology and EFL Writing. Procedia - Social and Behavioral Sciences, 192, 371–378. https://doi.org/10.1016/j.sbspro.2015.06.053

Barnaba, H. Y., & Rahmawan, A. D. (2019). English Writing Problems of Non-English Department Students. Journal of English Teaching and Learning Issues, 2(2), 131-142.

Chostelidou, D. (2010). A needs analysis approach to ESP syllabus design in Greek tertiary education : A descriptive account of students ’ needs. Procedia Social and Behavioral Sciences, 2(2), 4507–4512. https://doi.org/10.1016/j.sbspro.2010.03.721

Cohen-Vida, M. I. (2012). How to teach writing abstracts in a foreign language?. Procedia-Social and Behavioral Sciences, 46, 4981-4985.

Dahniar. (2015). Developing a task-based syllabus based on needs analysis for midwifery at UIN Alaudin Makassar. Eternal, 1(1), 122–130.

Dedi. (2017). Designing an English syllabus for nursing students based on need analysis in Indonesia. ELT WorldWide, 4(1), 61–74. Retrieved from ojs.unm.ac.id/ELT/article/download/3209/1852

Maznun, M. D. B., Monsefi, R., & Nimehchisalem, V. (2017). Undergraduate ESL students’ difficulties in writing the introduction for research reports. Advances in Language and Literary Studies, 8(1), 9-16.

Dornyei, Z. n. (1998). Motivation in second and foreign language learning, (12 June 2009), 117–135.

https://doi.org/10.1017/S026144480001315X

Politton, M. E., & Hadiyanti, K. M. W. (2019). Enhancing university students’english writing skills on content area. LLT Journal: A Journal on Language and Language Teaching, 22(2), 146-155.

Igaab, Z. K., & Altai, S. M. M. (2018). Concord in English and Arabic: A Contrastive study. International Journal of English Linguistics, 8(2), 288-297.

Ismagilova, L. R., & Polyakova, O. V. (2014). The problem of the syllabus design within the competence approach based on the course. English for Master Degree Students in Economics, 152, 1095–1100. https://doi.org/10.1016/j.sbspro.2014.09.281

Jamalinesari, A., Rahimi, F., Gowhary, H., & Azizifar, A. (2015). The effects of teacher-written direct vs. indirect feedback on students’ writing. Procedia-Social and Behavioral Sciences, 192, 116-123.

Johnson, C., & California, S. (2006). Educational research in action best practices in syllabus writing contents of a learner-centered syllabus. The Journal of Chiropractic Education, 20(2), 139–144. https://doi.org/10.7899/1042-5055-20.2.139

Ka-kan-dee, M., & Kaur, S. (2015). Teaching strategies used by Thai EFL lecturers to teach argumentative writing. Procedia - Social and Behavioral Sciences, 208.

https://doi.org/10.1016/j.sbspro.2015.11.191

Kayed, M. A. (2019). The Impact of please strategy on developing paragraph writing skills. LLT Journal: A Journal on Language and Language Teaching, 22(2), 270-275.

Klimova, B. F. (2012a). Changes in the notion of academic writing. Procedia - Social and Behavioral Sciences, 47, 311–315. https://doi.org/10.1016/j.sbspro.2012.06.656

Klimova, B. F. (2012b). Teaching writing at FIM UHK. Procedia - Social and Behavioral Sciences, 47, 235–239. https://doi.org/10.1016/j.sbspro.2012.06.644

Klimova, B. F. (2013). Common mistakes in writing abstracts in English. Procedia - Social and Behavioral Sciences, 93, 512–516. https://doi.org/10.1016/j.sbspro.2013.09.230

Klimova, B. F. (2014). Using tentative language in English. Procedia - Social and Behavioral Sciences, 116, 661–663. https://doi.org/10.1016/j.sbspro.2014.01.275

Klimova, B. F. (2015). Teaching English abstract writing effectively. Procedia - Social and Behavioral Sciences, 186, 908–912. https://doi.org/10.1016/j.sbspro.2015.04.113

Melissourgou, M. N., & Frantzi, K. T. (2015). Testing writing in EFL exams: The Learners’ viewpoint as valuable feedback for improvement. Procedia - Social and Behavioral Sciences, 199, 30–37. https://doi.org/10.1016/j.sbspro.2015.07.483

Mufanti, R., Nimasari, E. P., Gestanti, R. A., & Susanto, H. (2019, April). Curriculum design: Implementations and challenges. In ELLiC 2019: Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia (p. 20). European Alliance for Innovation.

Özdemir, E., & Ayd, S. (2015). The effects of blogging on EFL writing achievement. Procedia - Social and Behavioral Sciences, 199, 372–380. https://doi.org/10.1016/j.sbspro.2015.07.521

Rahmawan, A. D. (2020). Students’ obstacles on autonomous English learning. ELTICS: Journal of English Language Teaching and English Linguistics, 5(1).

Rahmawan, A. D., & Wiyanah, S. (2018). To develop students ’ proficiency on English sentence. LLT Sanata Dharma, 21(2), 157–168. https://doi.org/doi.org/10.24071/llt.2018.210204

Terenin, A. (2015). Unity of writing as the problem of russian learners of English. Procedia - Social and Behavioral Sciences, 191, 2735–2739. https://doi.org/10.1016/j.sbspro.2015.04.683




DOI: https://doi.org/10.24071/llt.v24i1.2786

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Andi Dian Rahmawan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...


Sinta 1 certificate to post here asap. Thank you for your patience and understanding. 

 

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.