Situation analysis is used to identify factors that could positively or negatively impact a curriculum project. It examines the internal strengths and weaknesses of a language program as well as external opportunities and threats. The goal is to uncover potential obstacles and consider important contextual factors when planning the parameters of the project. A situation analysis involves consulting stakeholders, studying relevant data, observing the existing situation, surveying participants, and reviewing documentation in order to understand social, project-related, institutional, teacher-related, learner-related, and adoption-related factors.

1. 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)

2. 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.

3. 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).

4. 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.

5. a. Consultation
b. Study analysis
c. Observation
d. Survey
e. Review

6. 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.

7. 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.

8. 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.

9. THANK YOU