Competency-Based Learning Analysis

(Auerbach, 1986) specially for adults, professionals or in university education, because of the trend of gaining more in less time in this fast moving material world. The output approach or objectivist approach with an extensive interest in using competencies based learning as a unit of assessment and analysis is getting popularity as performance-based models of the human resources field in the business sector (Paulson,

John, 1998). Nevertheless, knowing learners’ needs is not a simple task due to the multi-interpretations of the needs. (As discussed in section 2.2.2) Competency-based learning by comparison focuses on the outcomes or outputs of learning in the development of language program. It addresses what the learners are expected to do with the language; however they learned to do it. “The focus on outputs rather than on inputs to learning is central to the competencies perspective.” (Richards and Rodgers, 2001: 141). Competency based learning is an objective-based learning. It has a number of advantages. It focuses learners, especially on learners ' target needs (necessities) with the application of criterion reference assessment, therefore learning takes place in effective and efficient ways since objectives and materials are based on learners ' need, because of well-defined objectives in course descriptions.” (Drs. I Made Sujana,

The target group is here are students doing studying business English for future use: at their jobs, work place, in business or in certain professional setting. These learners are different from those who want to study the language in terms of personal, socio-culture, academics, interest, real language needs, etc.; Their target is professional communication competency in general professional setting. The target situation is business, the target learners are future professionals and the target needs business communication. For finding target needs in the target situation, present situation analysis will provide guidelines in finding where the present courses are lacking. Second the professional already working in the target situation who uses the language in the target situation. The identification of responsibilities of professional workers of the target situation is real needs. The tasks and duties to be performed in the target language is the next important step in designing syllabus since the responsibilities of the professional workers in the target situation are used as a basis in course design. In this steps, it is necessary to (a) study in-depth each of the situations in which they would need to use English; (b) clarify the learners ' communicative purposes by analyzing the activities and roles they would be performing in English; and (c) determine the level of