Situation Analysis

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 “Situation 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, 15 September 2019

CHAPTER I

Introduction

SITUATIONAL ANALYSIS

The result of a needs assessment is a description of a problem, evidence of the causes of the problem, and a list of possible solutions or interventions. The result of the needs assessment should also be one or more well-defined goals. Goals are general in nature (for they will be broken down later into objectives) and usually stated in terms of new skills, knowledge, or attitudes the learner is to acquire.

The goal directs the entire design process. The objective of a user needs analysis is to define the audience, identify user goals, set usability objectives, identify design constraints and define functional specifications. Several methods of research inform a user needs analysis, including Task Analysis and Surveys. 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 that is made in order to asses their potential impact on the project. These factors may be political, social, economic, or instutional. Situation analysis complements the information gathered during needs analysis. The importance of situational analysis and needs assessments is that they provide us with up to date information which can be used to solve the problems, set providers, identify groups which require special need intervention and can create a basis or platform for discussion in as far as curriculum development.

SOCIETAL FACTORS

Since English becomes international language, English learning has been part of education curriculum in every country in the world. English in some countries has status as second language and some as foreign language. Such status makes those countries treat English learning differently in terms of the curriculum. Regardless of this distinguishable status of English as second or foreign language, in terms of the English learning curriculum, societal factors which affect the curriculum need to be put into account. Countries are different in terms of 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 and learning.

In examining the impact of societal factors on language teaching, therefore, the aim is to determine the impact. These groups include :

·         Policy makers in goverment

·         Educational and other goverment officials

·         Employers

·         The business community

·         Politicians

·         Tertiary education specialists

·         Educational organizations

·         Parents

·         Citizens

·         Students

PROJECT FACTORS

A curriculum development pricess is also affected by some factors related to the project itself. As what we know that curriculum is produced by team and not by person.

Project are completed under different constraints of time, resources, and persoonel, and each of these variables can have a significant impact on a project. Project factors means the factors exist when the curriculum is being produced. The developers commitment, time, resources needed, personnel are variables which have significant impacts on the project.  To identify the project factors, Richard mentions some questions as :

·         Who constitutes the project group and how are they selected

·         What are the management and other responsibilities of the team

·         How are goals and procedures determined

·         Who reviews the progress of the project and the performance of its members

·         What experience do members of the team have

·         How do members of the team regard each othher

·         What resources do they available and what budget to acquire neede resources

·         What is the time frame of the project? Is it realistic, or is more or less time needed

It is obviously seen that project factors which affect the curriculum development are concentrated to the developer and who selected them, the importance of deliberation in determining the goals and procedures, the supervisor or the reviewer of the project progress and resources acquired.If the team members are highly committed to the project and share a common vision, it is likely to encounter fewer difficulties  than one where the project team experiences internal feud and power struggles

INSTITUTIONAL FACTORS

In language teaching program is typically delivered in an institution such as a university, school, or language institute. According to Morris (1994,109) different types of institutions reate their own “culture”, settings where people interact and where patterns emerge for communication,decision making, role relations, and conduct.

Institutions also have their own ways of doing things. Institutions also differ greatly in their levels of professionalism. In addition to the human side of the institution, the physical aspects need to be considered. Every member in the institution has their own character and the interactions among them create an envinronment, even culture. As morris (in Richard,2001;97) said “Schools are organizations and they develop a culture” by considering this stated, it can be assumed that every institution has different culture. Curriculum or set of education planning is produced in institution which use the curriculum. Some institutions use textbooks as the core of the curriculum and all teachers must use the prescribed texts and some institutions use the different books. These are example how the institutions are different.

            TEACHERS FACTORS

Other factor which affects the curriculum development is teachers factor. Institution or school consists of administrator and teachers. In a school, there are teachers having different characteristics, language proficiency, teaching experience, skill and expertise, morale and motivation. Some teachers perhaps do not object to the change of curriculum because they are well trained before or rich of experience, but there is uncertainty for some untrained teachers. 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.

Learners Factors

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. Learners have own agenda in the language lessons they attend. These agendas, as much as the teacher’s objectives, determine what learners take from any given teaching / lerningen counter. Learners may effect the outcomes of a project in unexpected ways. For example, a textbook or set of materials may be engaging , at a suitable level, and provide a lot of useful practice but not be appreciated by students because they fail too see any links between the book and an examination they are working toward.

Adoption factors

Curriculum changes are of many differents kind. They may affect teachers’ pedagogical values and beliefs, their understanding of the nature of language. Some changes may be readily accepted while others might be resisted. Curriculum planners might be provide many compelling reasons for adopting a communicative teaching methodology , teachers might feel that it makes testing more difficult compared with a more traditional grammar based approach.

Profiling the factors identified in the situation analysis

The goal of situation analysis is to identify key factors that might positively and negatively affect the implementation of curriculum plan. This is sometimes known as a SWOT analysis because it involves an examination of a language program’s internal strengths and weakness and external opportunities and threats to the existence or successful operation of the language program.

Summary

The goal of needs analysis is to collect information that can be used to develop a profile of the language needs of a group of learners in order to be able to make decisions about the goals and content of a language course. However, other factors apart from learner needs are relevant to the design and implementation of successful language programs. Language programs are carried out in particular contexts or situations. Clark (1987, xii) comments:

A language curriculum is a function of the interrelationships that hold between subject-specific concerns and other broader factors embracing socio-political and philosophical matters, educational value systems, theory and practice in curriculum design, teacher experiential wisdom and learner motivation. In order to understand the foreign language curriculum in any particular context it is therefore necessary to attempt to understand how all the various influences interrelate to give a particular shape to the planning and execution of the teaching/learning process. The contexts for language programs are diverse and the particular variables that come into play in a specific situation are often the key determinants of the success of a program. Some language curricula are planned for centrally organized state school systems where a great deal of direction and support for teaching is provided. Others take place in settings where there are limited human and physical resources. Some proposals for curriculum change are well received by teachers, but others may be resisted. In some situations, teachers are well trained and have time available to plan their own lesson materials.

REFERENCE

Richards, C Jack, 200. Curriculum Development In Language Teaching