Needs Analysis

Needs Analysis

What are needs?

the difference between what a learner can presently do in a language and what he or she should be able to do.

The purpose of needs analysis

1. To find out what language skills a learner needs in order to perform a particular role
2. To help determine if an existing course adequately addresses the needs of potential students
3. To determine which students from a group are most in need of training in particular language skills
4. To identify a change of direction that people in a reference group feel is important
5. To identify a gap between what students are able to do and what they need to be able to do
6. To collect infromation about a particular problem learners are experiencing

The users of needs analysis

1. Curriculum officers in the ministry of education
2. Teachers who will teach from the new curriculum
3. Learners, who will be taught from the curriculum
4. Writers, who are preparing new textbooks
5. Testing personnel, who are involved in developing end-of-school assessments
6. Staff of tertiary institutions, who are interested in knowing what the expected level will be of students exiting the schools and what problems they face

The target population

1. Policy makers
2. Ministry of education officials
3. teachers
4. students
5. academics
6. employers
7. vocational training specialists
8. parents
9. influential individuals and pressure groups
10. academic specialists
11. community agencies

Procedures for conducting needs analysis

1. Questionnaires
2. Self-ratings
3. Interviews
4. Meetings
5. Observation
6. Collecting learner language samples
7. Task analysis
8. Case studies
9. Analysis of available information

Designing the needs analysis

1. Examples of the procedures used by a New Zealand University
2. literature survey
3. analysis of a wide range of survey questionnaires
4. contact with others who had conducted similar surveys
5. interviews with teachers to determine goals
6. identification of participating departments
7. presentation of project proposal to participating departments and identification of liaison person in each department
8. development of a pilot student and staff questionnaire
9. review of the questionnaires by colleagues
10. piloting the questionnaires
11. selection of staff and student subjects
12. developing a schedule for collecting data
13. administration of questionnnaires
14. follow-up interview with selected participants
15. tabulation of responses
16. analysis of responses
17. writing up of report and recommendations

The results of a needs analysis

1. situations in which English is  frequently used
2. situations in which difficulties are encountered
3. comments most often made by people on learners' performance
4. frequencies with which different transactions are carried out
5. perceived difficulties with different aspects of language use
6. preferences for different kinds of activities in teaching
7. frequencies of errors made in different types of situations or activities
8. common communication problems in different situations
9. suggestions and opinions about different aspects of learners' problems
10. frequencies of linguistic items or units in different texts or situations

Situation Analysis

 

Societal factors

1. Policy makers in government
2. educational and other government officials
3. employers
4. the business community
5. politicians
6. tertiary education specialists
7. educational organizations
8. parents
9. citizens
10. students

Project factors

1. Who constitutes the project group and how are they selected?
2. What are the management and other responsibilities of the team?
3. How are goals and procedures determined?
4. Who reviews the progress of the project and the performance of its members?
5. What experience do members of the team have?
6. How do members of the team regard each other?
7. What resources do they have available and what budget to acquire needed resources?
8. What is the time frame of the project? Is it realistic, or is more or less time needed?

Institutional factors

1. What leadership is available within the school to support change and to help teachers cope with change?
2. What are the school's physical resources, including classroom facilities, media, and other technological resources, and library resources?
3. What is the role of textbooks and other instructional materials?
4. What is staff morale like among English teachers?
5. What problems do teachers face and what is being done about them?
6. What administrative support is available within the school and what is communication like between teachers and the administration?
7. What kind of reputation does the institution have for delivering successful language programs?
8. How committed is the institution to attaining excellence?

Teacher factors

1. Language proficiency
2. Teaching experience
3. Skill and expertise
4. Training and qualifications
5. Morale and motivation
6. Teaching style
7. Beliefs and principles

Learner factors

1. Past language learning experience
2. Motivation
3. Their expectation for the program
4. Their view on language teaching
5. Homogeneity
6. The type of learning approach they favour
7. The type of content they prefer
8. Their expectations for the roles of teachers, learners, and instructional factors
9. Their time to be put into the program
10. Learning resources they will typically have access to

A framework of course development processes

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A framework of course development processes

1. Needs assessment: What are my students needs? How can I assess them so that I can address them?
2. Determining goals and objectives: What are the purposes and intended outcomes of the couse? What will my students need to do or to learn to achieve these goals?
3. Conceptualizing content: What will be the backbone of what I teach? What will I include in my syllabus?
4. Selecting and developing materials and activities: How and with what will I teach the course? What is my role? What are my students’ roles?
5. Organization of content and activities: How will I organize the content and activities? What systems will I develop?
6. Evaluation: How will I assess what students have learned? How will I assess the effectiveness of the course?
7. Consideration of resources and constraints: What are the givens of my situation?

Needs assessment

Needs assessment involves finding out what the learners know and can do and what they need to learn or do so that the course can bridge the gap (or some part of it).

One way of conceptualizing needs is to distinguish between ‘objective’ and ‘subjective’ needs.

Objective needs are derivable from different kinds of factual information about learners, their use of language in real-life communication situations as well as their current language proficiency and language difficulties.

Subjective needs are the cognitive and affective needs of the learner in the learning situation, derivable from information about affective and cognitive factors, such as personality, confidence, attitudes, learners’ wants and expectations with regard to the learning of English and their individual cognitive style and learning strategies.

Determining goals and objectives

Goals are general statements of the overall, long-term purposes of the course.

Objectives express the specific ways in which the goals will be achieved.

Why set goals and objectives? Setting goals and objectives provides a sense of direction and a coherent framework for the teacher in planning her course.

Stern (1992) proposes four types of goals for language learners:

1. Proficiency goals: include general competency, mastery of the four skills, or mastery of specific language behaviors.
2. Cognitive goals: include mastery of linguistic knowledge and mastery of cultural knowledge.
3. Affective goals: include achieving positive attitudes and feelings about the target language, achieving confidence as a user of language, and achieving confidence in oneself as a learner.
4. Transfer goals: involve learning how to learn so that one can call upon learning skills gained in one situation to meet future learning challenges.

Conceptualizing content

Two decades ago, language teaching was still heavily influenced by a structural view of language.

Much has changed in recent years in the fields of applied linguistics and language acquisition and in approaches to language teaching. The proficiency movement, the concept and various models of communicative competence, the advent of ESP (English for Specific Purposes), the proliferation of methods of language teaching, and the diversification of the population of English learners has all provided the teacher with many more options to consider in deciding what will be the backbone of her course.

Kompetensi standar

Kompetensi Dasar Kelas X
n Kompetensi Dasar 1.1
Listening
Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji
Contoh materi:
berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan

n Hello. I’m Candra Himawan. Very pleased to meet you.
n Pleased to meet you too.
n Nice to have met you.
n Likewise.
n Hope we can get together sometime.
n What about a fishing trip?
n That’ll be lovely.
n I can’t think of anything better.
n Thank you for inviting me.
n Thank you for extending me the offer.

menerima janji, dan membatalkan janji
g
n Will you attend the meetin?
n I will be there. I promise.
n Good. That’s what I want to know.
n I give you my word.
n Sorry. I don’t think I’ll be able to make it.
n I just got an urgent call. My mother is ill.
n I’m so sorry. We need to reschedule.

n Kompetensi Dasar 1.2 Listening
Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi
Contoh materi:
mengungkapkan perasaan bahagia, menunjukkan perhatian

n Ohh! This is the best day of my life!
n I’m at the top of the world!
n Aren’t I the luckiest person in the world?
n I love my life!
n Really?
n Is that so?
n Wow… That’s amazing.
n Nice dress.
n Hello. Are you new here?

Contoh Materi:
menunjukkan simpati, dan memberi instruksi

n I’m so sorry about what’s happened.
n Oh… you poor little thing… Get well soon, okay?
n Look. This is not the end of the world.
n Please do the job and report to me when you are done.
n Everyone, please listen to me.
n Please stick to the plan. We can’t afford failure here.


n Kompetensi Dasar 2.1
Merespon makna secara akurat, lancar dan berterima dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dalam berbagai konteks kehidupan sehari-hari
Contoh materi:
Teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.)

n Attention please. The school annual bazaar is two weeks away from today. Those who haven’t completed the projects should report to the organising committee today. Thank you.
n Attention please. This is an invitation extended to all class captains. You are expected to attend the meeting at the school principal’s office right after the lunch break. Thank you.


n Kompetensi Dasar 2.2
Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure

n KD 3.1 - Speaking
(Contoh materi: lihat KD 1.1)
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji

n KD 3.2 - Speaking
(Contoh materi: lihat KD 1.2)
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi

n KD 4.1 - Speaking
(Contoh materi: lihat KD 2.1)
Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari.

n KD 4.2 - Speaking
Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure

n KD 5.1 - Reading
Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Contoh materi:
(Garuda Inflight Magazine, September 2005)
n Starting 1 August 2005, the Garuda Call Centre is using a new telephone access number: 08071807807. To allow to get used to this new number, the old number, 08071427832, will also remain in use through 31 October 2005 for both reservations and flight transactions.
n Who can fail to be familiar with my appearance – huge pink beak and prominent white cheeks, black head, grey breast and mantle, and wine-coloured belly? You have guessed correctly: Java sparrow is my name. Such a prosaic name for such a pretty bird!

n KD 5.2 - Reading
Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure

n KD 6.1 - Writing
(Contoh materi: lihat KD 5.1)
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

n KD 6.2 - Writing
Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure

n KD 7.1 – Listening
Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat
Contoh materi:
berterima kasih, memuji, dan mengucapkan selamat

n Thank you. I really appreciate it.
n I can’t thank you enough.
n How can I thank you.
n You’ve been such a great help.
n I don’t know what to do without you.
n Congratulations. I’m so happy for you.
n You are the most beautiful bride I’ve ever seen.

n KD 7.2 - Listening
Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
Contoh materi:
menyatakan rasa terkejut, menyatakan rasa tak percaya
n Oh No!!!
n My God!
n Good Lord!
n What?
n I can’t believe this!
n Tell me it’s not true.
n You must be joking.
n You are kidding me.
n Really?

Contoh materi:
menerima undangan, tawaran, dan ajakan

n Thanks. I will certainly come.
n Sure. I can’t afford to miss it.
n I’m looking forward to it.
n I will certainly be there for you.
n This is a lovely offer.
n I gladly accept this offer.
n This is a life time opportunity.
n My pleasure.


n KD 8.1 - Listening
Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
Contoh materi
Welcome to Jakarta Culinary Information Centre. Jakarta cosmopolitan city offers you Fantastic culinary delights from around the world. This city is also claimed to be the best place to enjoy all Indonesian food in one exciting location. To find more information about the location, please press the “next” button.

n KD 8.2 - Listening
Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item

n KD 9.1 – Speaking
(Contoh Materi lihat KD 7.2)
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat

n KD 9.2 – Speaking
(Contoh materi lihat KD 7.2)
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan

n KD 10.1- Speaking
Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari

Contoh materi
Attention, please!
This coming Saturday there will be a great book fair in our school. Many publishers will be participating, and, of course, there will be fantastic discounts too. So… don’t miss out and bring your folks along.
Thank you.
n KD 10.2 - Speaking
Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item

n KD 11.1 – Reading
Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari

Contoh materi
FIRE, SAFETY AND SECURITY
Please refer to the information posted behind your room door. In case of fire, call the Operator and tell him where the fire is and if possible, the extent of it. Remain calm. Do not use the elevators; instead, use the fire exits shown on the diagram on the inside of your room door. Also please ensure your door is locked when leaving your room.


n KD 11.2 - Reading
Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item

n KD 12.1 – Writing
Contoh materi lihat KD 11.1
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari

n KD 12.2 - Writing
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item

procedure text

How To Operate a Digital camera

You Need:
1.     A digital camera
2.    An Object (a friend/ classmate or something interesting you can find around the classroom or school yard) .
Follow the Steps below to take pictures :
1.    Hold up the camera and Center the object in the LCD.
2.    Move closer or use the Zoom control for the result you want.
3.    When you’re ready to take the picture, hold the shutter halfway. It is very important, so the camera sets   the focus, shutter speed, and various others calculations. This may take a few seconds.
4.    A light should appear that lets you know the camera is set to go.
5.    Press shutter all the way down.

How to charge hand phone battery

prepare your:
- hand phone
- battery charger

Steps:
1. Connect the charger to your hand phone, the flash symbol on the charger plug must face upward.
2. Wait until the battery icon appears on the screen.
3. Charge the battery approximately 5 hours or until the battery icon indicates that the battery is fully charged.
4. Remove the charger by pulling out from your hand phone.

Criteria development textbooks

Criteria development textbooks

1. developing an abilityUsing the English language orally and in writing 
2. Using the English language properly and correctly 
3. Develop life skills (life skills) 
4. Developing cross-cultural diversity 
5. Oriented science and technology  

Feasibility Contents 

1. Conformity with SK and KD 
2. Material accuracySocial functionLinguistic factors 
3. Learning support materialsUpdatesDevelopment of life skills 
4. The material was developed covering all cultures 
SK 
5. Adjustment of the level of student development (cognitive, social, emotional) 
6. Komunicatif 
7. Keruntutan and fitness ideasTechnique development / systematics. 

1. BKOF = build knowledge of the field 
2. MOT = Modern of Text 
3. JCOT = Joint Construction of the text 
4. ICOT = text of the Independent Construction