SITUATION ANALYSIS

Presented by :

Ahmad Muzaki (123221013)

Siti Muawanah (123221283)

Sofia Endah Anugrageni (123221287)

Syaiful Nurrohman (113221290)

Syarif Fauzani Yahya (113221291)

Tri Cahyono (113221298)

Triyanto (113221302)

Yogi Fauzi (113221319)

Definition of Situation Anlaysis:

Situation analysis is an analysis of factors in the

context of a planned or present curriculum project

that is made in order to assess their potential impact

on the project. These factors may be political, social,

economic, or institutional. Situation analysis

complements the information gathered during needs

analysis. It is sometimes considered as a dimension of

needs analysis, and can also be regarded as an

aspect of evaluation.

The Goal of Situation Analysis

The goal of situation analysis is to identify key factors

that might positively or negatively affect the

implementation of a curriculum plan. This is

sometimes known as a SWOT analysis because it

involves an examination of "a language program's

internal strengths and weaknesses in addition to

external opportunities and threats to the existence or

successful operation of the language program"

(Klinghammer 1997, 65).

The Function of Situation Analysis

Situation analysis thus serves to help identify

potential obstacles to implementing a curriculum

project and factors that need to be considered

when planning the parameters of a project. The

next step in curriculum planning involves using

the information collected during needs analysis

and situation analysis as the basis for

developing program goals and objectives.

Procedure of Situation Analysis:

a. Consultation

b. Study analysis

c. Observation

d. Survey

e. Review

The Kinds of Factors That Can Have an Impact

on The Success of a Curriculum Project

1) Social factor

The role of foreign languages in the community, their status

in the curriculum, educational traditions and experience in

language teaching, and the expectations that members of

the community have for language teaching and learning.

2) Project factor

Curriculum project is usually generated by a group of people,

both teachers and other staff of the teaching institution. They

aim to develop curriculum on the terms stipulated time

period.

3) Institutions factor

A language teaching program is typically delivered in an

institution such as a university, school, or language

institute. Different types of institutions create their own

"culture," that is, settings where people interact and where

patterns emerge for communication, decision making, role

relations, and conduct. Morris (1994, 109)

4) Teacher factor

In planning a language program it is therefore important to

know the kinds of teachers the program will depend on and

the kinds of teachers needed to ensure that the program

achieves its goals.

5) Learner factor

Learners are the key participants in curriculum development

projects and it is essential to collect as much information as

possible about them before the project begins. Here the

focus is on other potentially relevant factors such as the

learners' back¬grounds, expectations, beliefs, and preferred

learning styles.

6) Adoption factor

A language teaching approach that requires teachers to

adopt new roles in the classroom, such as needs analyst,

resource person, and lan¬guage tutor, might not be

compatible with learners' expectations for the role of

teachers. The complexity and clarity of a curriculum change

might also be crucial in its successful adoption.

THANK YOU