Abstract:
The purpose of this study was to identify the alignments of the tasks and activities in English
communicative course material with learners’ communicative needs. The study adopted
descriptive research design which makes use of both quantitative and qualitative methods. In
doing so, data were collected from 30 students who were selected randomly from 68
accounting students; moreover, included one teacher. Relevant data became collected
through questionnaire, interview and analysis of the course material in use. Then, the
problems the tasks in communicative course material, the learners’ expectation to perform in
their profession were identified. The finding revealed that the students were not satisfied with
the tasks in the course material because the course designers and teachers did not design
relevant activities in terms of learners’ professional needs. It was discovered that the
mismatch appeared between the students’ communicative needs and the tasks in
communicative course material is due to the students’ lack of effective communication
proficiency. This is because the tasks in communicative English course offered do not equip
with learners’ specific communication skills. Thus, it was found that the communicative
course material is not adequately aligned with the learners’ communicative needs. Based on
the finding, it was recommended that syllabus designers and English teachers should prepare
specific communicative course for students considering their academic and occupational
needs which were identified in this study. In addition, Rift Valley University curriculum
revisers and English teachers should analyze the tasks in communicative course material to
align them with learners’ communicative needs and make an adjustment in which the
students will be provided with specific communicative course.
