1. BY : 1) SUDIANTORO 2) HAMID DARMADI 3) SIJONO POSTGRADUATE PROGRAM OF ENGLISH LANGUAGE TANJUNGPURA UNIVERSITY PONTIANAK2015

2. NEEDS ANALYSIS PURPOSE The aim of this part of the curriculum design process is to discover what needs to be learned and what the learners want to learn.

3. The Various Focuses of Needs Analysis Hutchinson and Waters (1987) divide needs into target needs (i.e. what the learner needs to do in the target situation) and learning needs (i.e. what the learner needs to do in order to learn). The analysis of target needs can look at:

4. THREE TYPES OF NEEDS WANTS NECESSITIES LACKS

5. NECESSITIES What is necessary in the learners’ use of language? For example, do the learners have to write answers to exam questions? LACKS What do the learners lack? For example, are there aspects of writing that were not practised in their previous learning (L1, L2)? WANTS What do the learners wish to learn?

6. Discovering Needs knowledge and situations of use and involves the study of situations and tasks that learners will need to engage in using knowledge gained from the course. Observation and analysis may involve process and product. Observation of skilled and unskilled writers performing target tasks may reveal important areas that need attention during a course

7. The outcomes of needs analysis must be useful for curriculum design. It is not worth gathering needs analysis information if no application can be found for it. It is therefore useful to do a pilot study first to check for this. Table 3.2 covers many of the questions that are usually raised in an analysis of target needs (Munby, 1978; Hutchinson and Waters, 1987).

10. Others method by Long, 2005a MethodSource Triangulated methodLong, 2005 Task-based/criterion referenced performance test Nornis, et al, 2002 Surveys and questionnairesBernard, 1994 Computer-aided corpus analysis interviews Flowerdew, 1994 Register/rhetorical analysisSelinker, 1988 Discourse analysisHatch, 1992 Content analysisFlowerdew, 1994 Diaries/journals/logsBailey & Oschrer, 1983 Classroom observationChaudron, 1988 Non-participant observationBernard, 1998 Participant observationBernard, 1994 Unstructured interviewsHoadley-Maidment, 1983 Structured interviewsBernard, 1994

11. Sample : EAP course Type of Need Type of informatio n FocusSource of Information How the information will be gathered Necessities Writing assignment Proficiency Situation of use Lecturer University staff Course Outline Learner Other course Vocabulary analysis Interview Syllabus Timeframe Corpus analysis LacksProficiency Situation of use Learner’s assignment Lecturer Learner Task analysis Think-aloud protocol Interview questions Checklist/proficie ncy Test Observation WantsWishes Use Learner Interview/questio nnaire observation

12. Evaluating Needs Analysis consider …. 1. The range of type of information gathered in the needs analysis. 2. Considering its reliability, validity and practicality of the needs analysis procedures 3. The quality of the application of the need analysis findings to the other parts of the curriculum design process.

13. RELIABILITY, VALIDITY AND PRACTICALITY Reliability consider about well-thought-out; standardized tools. By recording, checklist, or observation. Validity consider about what is relevant and important. By using LIST or scale. Practicality consider about learner/teacher time efficiency, clear/easy to understand result, easily incorporated to the curriculum design process.

15. Learner’s self evaluation

16. Evaluating Teacher’s need and wants (Masuhara in Tomlinson, B.) Stages of use AgentKind of investigationMethods Pre-use (materials selection) Teachers Director of studies Collecting information about the books ELT reviews reputation colleagues’ opinion based on experience of use Impressionistic pre-use evaluation Looking through the book for: -overall impression, syllabus, topics/ subjects, illustrations. Systematic pre-use evaluation a.Making use of self-generated criteria b.Making use of experts checklist Whilst-useTeachers director of studies Analysis of subjective data by the teacher and by others The teacher diary/journal/interview/forum Quantitative and qualitative analysis Classroom-observation data Analysis of objective dataKeeping records of: selective use of units and parts of units, supplementary use of homegrown materials, adaptation of the coursebook.

17. Rubric for evaluating INSTITUTION/COURSE instructional Goals (Walter, Lou, James : 2009) NoSomeYesA. Congruence with Organization Needs Is/Are the instructional goal statement (s) : 1. linked clearly to an identified problem in the organization? 2. linked clearly to documented performance gaps? 3. Clearly a solution to the problem? 4. acceptable to those who approve the instructional effort? B. Feasibilty Does the plan include : 1. stable content/skills over time to warrant investment/resources? 2. sufficient designer expertise in instructional goal area? 3. sufficient people to design/develop/deliver instruction? 4. sufficient time to design/develop/deliver instruction? 5. an adequate number of learners for development/delivery? C. Clarity Do the instructional goal statement (s) describe the : 1. actions of the learners (what they will do)? 2. content clearly? 3. intended learners? 4. performance context? 5. tools available to learners in performance context? D. Other 1. …………. 2. …………

18.  Common core and specialised language  Narrow focus- wide focus  Critical need analysis

19.  learners should first focus on a common core of 2000 words.  Focus on general academic vocabulary to wide range of disciplines

20. The study of vocabulary shows that: A. The goals are very focused (1,600 common core & 650 general academic words) B. Grammatical items;  Stage 1 consisting of high-frequency  Stage 2 text types of the discipline

21. Detailed systems of needs analysis determine by what language a particular language. Detailed systems of needs analysis determine by what language a particular language. the importance of successful communication within a specific discourse community. the importance of successful communication within a specific discourse community.

22.  Affected by the ideology of those in control of the analysis the questions they ask the areas they investigate the conclusions they draw

23. (1) The range of types of information gathered in the needs. (2) the reliability, validity and practicality of the needs analysis procedures. (3) the quality of the application of the findings of the needs analysis to the other parts of the curriculum design process.

24. References Nation, ISP and Macalister, J. 2010. Language Curriculum Design. New York: Routledge Dick, W. and Carey, et al. 2009. The Systematic Design of Instruction. New Jersey: Pearson Tomlinson, B.2011. Materials Development in Language Teaching. 2 nd Ed. UK: Cambridge University Press

25. Discussions 1. In your opinion, what part that you feel difficult in conducting needs analysis? (Sari) A: In our opinion, analyzing the learners necessities is very difficult. Because each students has various needs. 2. What do you mean by common core word? (Yovinus) A: based on the issue, common core words is kind of standardized vocabulary that the learner must acquired before comprehending any writing assignment.

26. 3. Who will take responsible in need analysis? (Gina) A: The Ministry of Education, The institution/school/course, and the teacher. 4. What is the different between necessities and wants? (M.Ridho) A: Necessities is what the learner has to know in order to get clearly understanding of the material that they learn in the class. And Wants is what the learner wishes for life after learning the materials.

27. 5. How many types of need analysis? In your opinion, which one goes first? (M.Ridho) A: consequently, all part of needs analysis is important and has the same portion. But particularly, necessities could be the starter of learner’s need analysis.