REDESIGN SPEAKING SYLLABUS BASED ON THE STUDENTS’ NEEDS AT BOSOWA UNIVERSITY

This research is aimed to explore the students’ needs in learning speaking English and redesign the syllabus based on the students’ needs in order to improve the students’ skill in speaking English.The population of this research was the second semester students of English, Indonesian, Civic Education and Math Study Program in Faculty of Teacher Training and Education of Bosowa University Makassar in 2021/2022 Academic Year which consisted of 40 students.The result of students’ questionnaires and interviews indicate that redesign syllabus is a must to fulfill the students’ need to give impacts to students’ achievement in learning.


INTRODUCTION
English language is spoken around the world and it has become the global language and It has widely used in the field of scientific research, education, business, medicine, engineering, information and technology, entertainment and so on.Since in English has been taught for many years in Indonesia.In teaching and learning English subject, there are four skills that must be taught.Those skills are reading, writing, listening and speaking.Listening and reading are passive skills or receptive skills, whereas, speaking and writing are active skills or productive skills Rao (2019).Speaking skill is the most essential skill to be mastered for all the learners who wish to continue the higher education, enhance their career, improve business, get better job opportunities, attend interviews and so on.Therefore, in this competitive world, English language learners need to share their ideas and thoughts with the people around the world in order to improve their speaking skill and sustain in the global world.Since speaking is considered as the most important of the four languages skills of English due to several advantages, however many college students are still uanable to speak proficiency.There are some problems that caused the college students do not success in mastering English, particularly Speaking skill.One of the problems is syllabus which is designed without needs analysis.Every syllabus design should be conducted need analysis as the first step in setting of techniques and procedures used for obtaining information about the learners and situations and purposes for which they want to learn the language and to determine what the students need to achieve through the medium of teaching therefore it is very important to carry out the needs analysis before designing the course syllabus and Klasikal: Journal of Education, Language Teaching and Science Volume 4 Issue 3 December 2022 p- ISSN: 2656-9914 e-ISSN: 2656-8772 Fakultas Keguruan dan Ilmu Pendidikan 652 Universitas Bosowa Makassar developing the course teaching materials.Manalullaili (2014) also explained that analyzing the learners needs will help the learners learn naturally related to their interest.By conducting needs analysis, teachers can not only collect factual information for the purpose of setting broad goals related to language content but also gather information about learners that can be used to guide the learning process.Syllabus for Spoken English Course at the second semester students should be redesigned since the present syllabus was designed without conducting the need analysis moreover the syllabus has been used for 5 years and need to be revised.

Teaching of Speaking
The use of English as a second language (ESL) or foreign language (EFL) in oral communication is, without a doubt, one of the most common but highly complex activities necessary to be considered when teaching the English language especially because we -live at a time where the ability to speak English fluently has become a must, especially who want to advance in certain fields.Speaking is considered as the most important skill among four skills (listening, speaking, reading, and writing) because people who know a language are referred to as speakers of that language.This indicates that using a language is more important than just knowing about it because -there is no point knowing a lot about language if you can't use it.Speaking skills are essential in teaching and learning and involve the active production of oral messages (As, 2016).Then, Tran (2021) defined a person considered a proficient communicator when speaking competence is proficient.
In teaching of speaking, a particular method or technique should be applied in presenting the material.They develop oral fluency that is the ability to express oneself intelligibly teachers regardless of their grade level, their subject areas, or types of schools in which they teach, are asked to perform three important functions.However, the goal of teaching speaking skill is communicative efficiency.Learners should be able to make themselves understood using their current proficiency to the fullest.They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary and to observe the social and cultural rules that apply in each communication situation.

Principles of Teaching Speaking
To achieve the previous goals, teachers should follow specific principles for teaching speaking.Nunan, D (2015) Ur (2012).( 4) Plan Speaking Tasks that Involve Negotiation of Meaning This kind of task aims to trigger students to learn to clarify meaning.Since misunderstanding often occurs in communication, learners need to learn how to clarify the meaning or how to ask people for meaning clarity.
(5) Design Classroom Activities that Involve Guidance and Practice in Both Transactional and Interactional Speaking.Halliday noted that spoken language has three main functions.First, it is used to obtain goods and services.Hence, it is called transactional.Second, it is used to socialize; therefore, it is interactional.Lastly, it is used for pleasure.
Meanwhile, Anuradha et al (2014) suggested some principles for teaching speaking : (1) Encourage students to speak right from the first day.If not, as early as possible and not to wait till she teaches them a stock of words, phrases or sentences.( 2) Tolerate the students if some of them simply repeat what they say.
(3) If a student gives one word answer to any question, bear it for the time being.(4) Let the learners speak actively with whatever English knowledge they have.
(5) Propose structures/phrases/words and let the learners use it in different situation and drill as much as possible.( 6) Encourage back-chaining or tailforwarding technique to make long sentences by combining more than ten sentences.( 7) Organize role play and pair-work as much as possible and supervise the learners to correct the active ones and activate the passive ones.( 8) Be well prepared in advance in terms of lesson planning, activities and tasks.(9) Let the learners commit errors and mistakes at the primary stage.Interruption and correction hinder fluency and discourage the learner.(10) Individual weaknesses should be taken into account and the teacher should be sympathetic in outlook for individual attention.

Effective Materials for Speaking Skill
Tomlinson (2013) explains effective materials for oral communication should enable learners actively to (1) share and process information; Speaking tasks should not merely organize for learners, during interaction, to share information but should also enable them to process it.(2) control meanings; Communication skills are best developed when learners learn eventually to take control of their own performance from their own perspective, rather than being dictated by the teacher's manipulation.(3) choose how to participate; Good materials allow for learner choices, which can be provided in a number of different ways.(4) utilize affectivity; Learners tend to find it easier to articulate their idea when they feel emotionally involved and enjoy what is going on.In addition, good materials should be user-friendly by allowing for the learning process to be fun so long as the kind of humor being employed is not offensive in the learner's culture.(5) utilize individual knowledge; If students are given an unfamiliar topic to write about, they can take some time to read or research for that purpose.( 6) become aware of ellipsis in spoken language; Materials for speaking skills must therefore encourage and enable learners to process speech by

Need Analysis
In general terms, need analysis (also called need assessment) refers to the activities involved in gathering information that will serve as the basis for developing some materials that will meet the learning needs of a particular group of students.Needs analysis is an important means of conducting research prior to designing and evaluating lessons/materials/syllabus and it helps draw a profile of students course in order to determine and prioritize the needs for which students require English (Betti, 2021) Needs analysis is a process of determining what items should be included in a course based on an objective consideration of what the learner has to do in the language.The information may be found out by questionnaires or interviews.Needs analysis is the base on which curriculum content, teaching materials and methods are constructed and the systematic data collection and examining of all subjective and objective information required to describe and validate curriculum goals that support the language learning needs of learners within the context of the institutions that affect the learning and teaching situation.Jeczelewiski (2016) mentions 3 steps can be applied by a language teacher or lecturer at doing needs analysis.They are planning, collecting data, and putting information into the analysis.Then, Otilia (2015) explains that needs analysis "consisted in assessing the communicative needs of the learners and the techniques of achieving specific teaching objectives" and the function of Needs Analysis is to reduce any gap among learners, teachers, and teaching materials.

Syllabus
Some experts give definitions of the term "syllabus".According to Brown in Sabah (2018) "A syllabus provides a focus for what should be studied, along with a rationale for how that content should be selected and ordered."Similarly, Richards in Utami (2022) also defined a syllabus as a document that specifies the content of a course of instruction and defines what will be taught and tested.Syllabus as "A statement of the plan for any part of the curriculum, excluding the element of curriculum evaluation itself.Syllabus will provide information about how to plan for the tasks, how to evaluate and monitor one's performance, and how to allocate time and resources to areas in which more learning is needed.The teacher used syllabus as an method which need to be considered in distinguishing appropriate activities to help students meet course objectives.Meanwhile, Gannon (2018) defined syllabus as a kind of promise for students to show them what they will be able to do after taking a particular course.In other words, a syllabus is a document in which contents such as assignments and activities as part of the teaching-learning process are specified and organized.Syllabus has lots of functions in supporting teachinglearning process.The function of the syllabus is not only as a set of plans and rules about learning activities, but also as guidance for students to prepare their planning goals for university.Furthermore, syllabus is as a contract in teachinglearning process, so that students have to follow the contract that has been written in the syllabus.In line with the data of this research, there was one way in analyzing obtained data.The data were analized qualitatively.The data obtained from the students will be analyzed qualitatively.

FINDINGS
The result of questionnaire  Related to the question on the table above, 27,5% students choose discussion as the most recommended learning activities and 25% students prefer using pictures, video, film, games and song as the second learning activities that most preferred to do by students.20% students choose presentation in groups and 12,5% students choose presentation in pair.The last only 5% students choose role play.Referring to the learning style in learning English, there are 55% students that choose visual and 27,5% students choose Auditory.For the third option, 17,5% students recommend kinesthetic.

The result of interview
Based on the results of interview, the researcher found that the students need more interesting topics since the interesting topics make them more motivated to participate in the class.

Untuk meningkatkan kemampuan berkomunikasi bahasa inggris, perlu adanya penambahan topik dan aktivitas agar dapat berkomunikasi dalam bahasa Inggris lebih aktif lagi (I
think the learning objectives in the syllabus have not fully met my needs as a student yet.To improve the ability to communicate in English, it is necessary to add topics and activities so that you can communicate in English more actively).Furthermore, the material of "Spoken English" should use technology: "Sebaiknya materi pembelajarannya juga menggunakan media teknologi seperti video agar lebih menarik (It is better if the learning material also uses technology media such as videos to make it more interesting).The Material of "Spoken English" should be full color and supplemented by pictures. "

Discussion
The result of the first questionnaire indicates that the material should provide some topics that facilitate and support the students to get job easily after finishing their study.Topic related to interview is one of topics that should be included in this subject.The second questionnaire shows the variety of topics are offered and most of the students choose social media as interesting topic for them.However, social media have positive and negative impacts in society.Therefore, students must be smart in using social media.Referring to the result of interview, the students need varied topics and activities since the previous material, the topics and activities were limited.The students assume that varied topics and activities will influence their participation in the class since the limited topics and activities made them bored in learning.The result of questionnaire also shows that discussion activity is very recommended.Oradee (2012) delined some communicative activities in language learning, such as discussion and role-play, play a crucial role in increasing students' English speaking skills.Besides, the students also suggest to make the Spoken English Material more interesting.The students recommend the material should be colorful.The students also need more time in learning speaking material.The questionnaire about speaking elements indicate that vocabulary is the most important element in learning speaking English and related to the result of interview, it explains that most of students state that they have problem to speak English because their vocabularies are less.It must become attention for the lecturers how to improve the students' vocabulary.As stated by Uchihara and Saito (2016) that there is a close relationship between vocabulary and speaking skills because effective vocabulary usage shows the level of fluency of language learners Besides, self-confident also become problem for students in learning English.The other element is pronunciation.The result of interview states that the student got difficulty in pronouncing English since the students' Klasikal: Journal of Education, Language Teaching and Science Volume 4 Issue 3 December 2022 p- ISSN: 2656-9914 e-ISSN: 2656-8772 Fakultas Keguruan dan Ilmu Pendidikan 660 Universitas Bosowa Makassar mother tongue influence significantly to the way the students in pronouncing English.Compared to English, Indonesian language generally does not have differences between the spelling the letter and pronounce the sound.The other problem that the students faced in English is Grammar.Even, the result of interview reports that the students fell difficult in learning grammar and grammar is boring.It's a challenge for the lecturers to minimalize and facilitate the students in solving their problem in learning English.Related to learning styles, most of the students choose visual and it was supported by the result of interview that the students need material in colorful and supplemented by pictures included the video as one of the products of technology.As Prince (2017) suggested that integrating technology into the English language classroom increases student engagement.

CONCLUSION
Need analysis is closely linked to the syllabus and occupies an important place in the curriculum.In the field of foreign language teaching, need analysis is very important.It is the preliminary step in course design and is considered as a prerequisite for any course design.It plays an important role in syllabus design in that it largely determines the goal and content of the course being designed.The answer to how educators develop effective syllabus often lies in need analysis.Need analysis is a powerful tool that helps clarify and validate true needs.It enables educators to shape the syllabus development that bases the content of language courses on the communication needs, wants and interests of the learners.Based on the result of the students' questionnaires and interviews, the researcher summarize that redesign syllabus for students is a must to fulfill the students' need.
Klasikal: Journal of Education, Language Teaching and Science Volume 4 Issue 3 December 2022 p-ISSN: 2656-9914 e-ISSN: 2656-8772 Fakultas Keguruan dan Ilmu Pendidikan 654 Universitas Bosowa Makassar experiencing use, by making quick decisions under the pressure of time and by making do with limited vocabulary.
Klasikal: Journal of Education, Language Teaching and Science Volume 4 Issue 3 December 2022 p-ISSN: 2656-9914 e-ISSN: 2656-8772 Fakultas Keguruan dan Ilmu Pendidikan 655 Universitas Bosowa Makassar METHODOLOGY This research used qualitative research design.The population of this research was the second semester students of English, Indonesian, Civic Education and Math Study Program in Faculty of Teacher Training and Education of Bosowa University Makassar in 2021/2022 Academic Year which consisted of 60 students.In this research the writer used random sampling technique.The sample of this research consisted of 40 students.This research used Quesionnaire and interview in collecting data.
Opportunities for Students to Talk by Using Group Work or Pair Work and Limiting Teacher Talk.In the EFL context, students have limited opportunities to speak the language outside the class; hence classroom time is the best time for practice.To use classroom time efficiently and effectively, pair work and group work are the best options

Table 2 . The content of learning material
There were 11 topics were presented in table above, 85% students choose social media and this is the most interesting topic chosen by students.The second interesting topic is about family, the next interesting topic recommended by students are famous person and teenagers, it is about 75%.Technology as interesting topic in this subject is chosen by 70% students.65% students choose Occupation.Around 28 of 40 students or 60% choose environment as interesting topic, 57,5% students choose hobby, 45% students recommend food and drink and 42,5% students choose music as interesting topic for this subject.

kami dibatasi oleh waktu. (For this
subject, it is better if the learning hours are increased because some students do not have the opportunity to speak because we are limited by time)

Pengucapan dalam bahasa Inggris sangat sulit bagi saya, berbeda dengan bahasa kita. (Pronunciation in
English is very difficult for me, it's different from our language).