ENGLISH LANGUAGE TEACHING CURRICULUM

 

GROUP 7

Jimly Rafi’i Masrul                 (2317052)

Dwi Antika Afwi Sagala                   (2317074)

Alfitri Maulina                        (2317075)

Supporting lecturer

Mrs. Absharini Kardena, M. Pd

FACULTY OF TARBIYAH AND TEACHER TRAINING

ENGLISH EDUCATION SECTION STATE ISLAMIC OF

BUKITTINGGI (IAIN)

2019M/1441H

PREFACE

Praise the author for the presence of the almighty God who has had the opportunity to provide abudant health, and His gifts so that the paper entitled “Need Analysis” can be elaborated well.

This is paper is structured in terms of the task of English Language Teaching Curriculum courses. Upon complimation of this paper, the author realizes that in the preparation of this paper there are still many shortcomings. Therefore, I hope constructive critism and suggestions from various parties for the sake of this issue can be even better. The author also hopes that this paper can be usefull in termsn of science for all of us.

Penulis, 08 September 2019

CHAPTER I

A.    Introduction

Need Analysis refers to the activities involved in gathering information that will meet the learning needs of a particular group of students.

Need analysis is directed mainly at the goals and content of a course. It makes sure that the course will contain relevant and useful things to learn. Needs analysis is a kind of assessment and thus can be evaluated by considering its reliability, validity and practicality. It is relatively new in language teaching circles in the formal and technical sense. According to Richards,Platt, and Weber (1985,p.189) they define need assessment in formal terms as “The process of determining the needs for which a learner or group of learners requires a language and arranging the needs,according to priorities. Needs assessment makes use of both subjective and objective information”.

In Need analysis there are four categories may become involved, the target group, the audience, the needs analysis themselves, and the resource group. Target group is made up of people about whom information will ultimately be gathered. The audience is the people who will eventually be required to act upon the analysis. The need analysis are those persons responsible for conducting the needs analysis. And the the resource group consists of people who may serve information about the target group.

GATHERING INFORMATION

Information Gathering is the act of gathering different kinds of information against the targeted (usually students) victim or system. There are many ways to get information. The most common research methods are: literature searches, talking with people, focus groups, personal interviews, telephone surveys, mail surveys, email surveys, and internet surveys. A literature search involves reviewing all readily available materials. but for a teacher to achieve the required assessment information can be done by knowing the situation where a language will be used as to who is used. As well as objectives that are objective and clear from the language needed. The type of language communication that will be used both in writing, speaking, formal or informal. And finally the level of intelligence of the students.

TYPES OF QUESTIONS

In the process of gathering information, different types of questions should be considered.

Problems

Give questions that concern about the problem that students want to know about.

1.      What problems have you been having with your English when you talk to native. speakers at work?

2.      What do you think the most pressing problems are for your language students?

3.      What do you feel is the greatest source of difficulty with English among the foreign students in your language students in engineering?

Priorities

Priority questions are those that often have more than one correct answer and you must determine which action you will perform first. Positive questions have only one correct answer, while negative questions have one incorrect statement—and that would be the one you're looking for. At a gross level, questions might be asked to find out whether reading, writing, listening, speaking, or grammar skills were considered most essential.

Abilities

This type of focus on the ability of students to answer a number of questions or exams given. Here a teacher can assess how the students can answer whether they are in accordance with the answers that are already programmed or not. If so, the program used by the teacher is successful because it can be applied to students, if not, the teacher can use other methods or programs to support success in teaching and learning.

Attitudes

A question asking about respondents' opinions, judgments, emotions, and perceptions. These cannot be measured by other means; we are dependent on respondents' answers. It also concerns manners and attitudes in expressing opinions when questions and answers occur during a discussion between groups. Whether the questions asked have an attitude or not, so does the answers that will be answered by other groups. The major types of questions fall into four categories:

Managerial: questions which keep the classroom operations moving;

Rhetorical: questions used to emphasize a point or to reinforce an idea or statement;

Closed: questions used to check retention or to focus thinking on a particular point; and.

         Solutions

Going by the definition, a binary solution is nothing but a homogeneous mixture of two substances. These two substances or components are the solute and the solvent. The solute is the substance that gets dissolved. It is present in a smaller quantity. On the other hand, the solvent is the substance that dissolves the solute. It is present in a comparatively larger quantity. How to provide solutions to problems that have been described or explained.

TYPES OF INSTRUMENTS

There are three of the categories of instrumentation (existing information, test, and observations). The other three (interviews, meetings, and questionnaires).

Existing Information

The process of evaluating data using analytical and logical reasoning to examine each component of the data provided. ... Data from various sources is gathered, reviewed, and then analyzed to form some sort of finding or conclusion. It is a process of collecting and interpreting facts, identifying the problems, and decomposition of a system into its components. System analysis is conducted for the purpose of studying a system or its parts in order to identify its objectives. Information found in the literature may then lead to letter writing.

Tests

The most commonly used in training programs are criterion-referenced Written Tests, Performance Tests, and Attitude Surveys. The test is conducted to find out whether students can understand the material given or not. Testing is usually done through stages such as the provision of question papers, workmanship, and submission of answers. In this step, tests are constructed to evaluate the learner's mastery of the learning objectives. You might wonder why the tests are developed so soon in the design phase, instead of in the development phase after all of the training material has been built. In the past, tests were often the last items developed in an instructional program. This is fine, except that many of the tests were based on testing the instructional material, nice to include information, items not directed related to the learning objectives, etc. The purpose of the test is to promote the development of the learner.

Observations

The first two components are absolutely necessary, whereas the final pair, while increasing the overall utility of an instrument, may at times be omitted. A sound category observation instrument must be objective, releva parsimonious, eficient, reliable, and valid.

Behavior observation is a more formal procedure in the sense that checklist is usually developed to investigate particular verbaql behavior or action. The checklist is then applied to the observation process. Such a procedure might be useful in observing the frequencies of certain language formulas or functions in native speech, or in investigating any one of numerous other linguistic characteristics.

Interview

Individual interviews allow for gathering personal responses and views privately. This convidentiality to tell real opinions of the participants involved. But interview are time-consuming. Group interviews might be appear to be one way around the time problem, but the information given in the group interview is not convidential.

Meetings

The opinions of a group of thye teachers might be elicited on a questionnaire. Then, based on the overall results, a meeting would be convened to discuss differences in oppinion,  minority opinions , and means for reachimg a consensus. ( Delphi technique ). Advisory meetings can be set up in the early stages of a needs analysis to inform the staff and faculty about what a needs analysis is, it for the technique, and perhaps the benefit to be gained. Interest group meetings are generally convened to air differences that arise in a program. These differences  in views in views between individuals  or between the group. Review meetings are conducted to draw participants into the process of sifting through and aqnalysizing  the information gathered from other procedures. Review meeting can prove to be particularly valuable because they allow the need analysy to add to the available for analysis and help to foster a sense of involvement in the needs analysis.

Questionnaires

Written questionnaires can prove helpful in this type of situation because the questionnaires are more efficient for gathering information. Moreover, questionnaires can be design to accomplish any of the following purposes. Biodata surveys are used to elicit facts about the background of each of the participants. opinions surveys are considerably more complex because they are designed to uncover opinions and attitudes. A series of questions might be developed to determine what teacher think about the existing program. Another useful type of information can be gathered using self-ratings. Self ratings are particularly useful for obtaining practical insights into the self-imagine of individuals. Participants might also be asked to do judgemental ratings in which they give their evaluation of various aspect of the program. Finally, the q-sort combine several of the procedures efined above because it asks individuals to give their own attitudes, views, and opinions.

SELECTING AND CREATING PROCEDURES

1.      Characteristics of procedures

-          Reliability

The consistency with which a procedure obtains information. The same results every time it is used to measure the same object or person. The reliability must be considered when selecting or creating a procedure for analyzing needs.

-          The validity

Cedures wilol be defined here as the degree to which it is measuring what it claims to measure.  if the answer to either question is dubious, the procedure should be  revised to make it valid.

-          Usability

This issue has to do with the degree to which a procedure is practical to use. Asking such questions in the early stages of a needs analysis can save a great deal of trouble later. Even the most reliable and valid procedures can prove impractical in same situation. Practical realities might make this imposible, so an alternative procedures might have to be used.

CONSIDERATIONS SPECIFIC TO LANGUAGE NEEDS ANALYSIS.

1.      Discourse Analysis

Direct observation and data collection on the language used in particular settings and for specific purposes may prove useful in studying stunts’ language needs. The focus of such investigations is to document the language and communication features commonly found in each in each setting. Decisions  have to be made about the units of analysis to use in studying the data.

2.      Text analysis

Text analysis may help in determining what the students have read or write. The units of analysis chosen will tend to reflect the need analysis’  understandings of the nature of  the different kinds of texts and the analysis’ belief systems with regard to the nature of language and language learning.

Conclusion

A variety of potential tools were also listed in six categoriez. All these tools shared three important characteristics that must be considered in selecting or creating them. Discourse and text analysis were also discussed because of their particular importance in language needs assessment.

Refence

Brown, James. 1995. The elements of language curriculum. Boston: Heinle&Heinle Publishers