Abstract
Although Indonesian students have learnt English for 6 years when they graduate, there are still many of them who cannot speak the foreign language. One of the important factors which must be taken care of is the syllabus or curriculum of teaching English. The syllabus should be prepared in such a way so that it can match the needs of the students and, in the end, can function well to make students able to speak English when they graduate. A small research has been made to find the target situation analysis, objective needs analysis, subjective needs analysis and present situation analysis (Dudley-Evan & St. John, 1998). The respondents of the research are students from private and government senior high schools. All the respondents belong to Gen Z, who are used to using digital tools and the internet in their daily life. The results show that Gen Z prefers to use digital tools in learning English at school. This study is expected to propose a syllabus design which deploys technology or digital tools in teaching.
Highlights
Ever since the Dutch colonization in Indonesia, English has been taught to Indonesian students, but the lesson was banned during the Japanese invasion
The earlier curriculum makers believed that writing was more important than speaking at that time, perhaps because, not many foreigners were there yet; while the new curriculum expected the students to speak English more than to write in English, perhaps, because more and more tourists and expatriates had come to the country
At the beginning of curriculum development, the curriculum for language teaching was developed based on language analysis, beginning with the specification of what was teachable and learnable based on such criteria as frequency, difficulty, availability and teachability, current approaches to language curriculum development begin with needs analysis or needs assessment. (Richards, Language Curriculum development, 1984)
Summary
Ever since the Dutch colonization in Indonesia, English has been taught to Indonesian students, but the lesson was banned during the Japanese invasion. Mr Wachendorf, the first person who chaired the language teaching centre in Indonesia, believed that learning English, the first international language, is important for all Indonesian children, and he decided to put English in the curriculum as one of the compulsory lessons for middle school students (junior and senior high schools). The graduates of the later curriculum were expected to be able to talk with foreigners
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