Need Analysis in Reality at Azzahra Education Center Tutoring Padang Panjang
FINAL PROJECT OF TEACHING LANGUAGE
CURRICULUM
NEEDS ANALYSIS
Lecturer :
Ms. Absharini Kardena, M.Pd
Compiled by
:
Elsy
Mardhatillah ( 2317087 )
ENGLISH EDUCATION DEPARTMENT
EDUCATION AND SCIENCE OF TEACHING
FACULTY
IAIN BUKITTINGGI
2019
CHAPTER I
THEORY OF NEEDS ANALYSIS
A. Introduce of Needs Analysis
One of the basic assumptions of curriculum development
is that a sound educational program should be based on an analysis of learners'
needs. Procedures used to collect information about learners' needs are known
as needs analysis. Needs analysis as a distinct and necessary phase in planning
educational programs emerged in the 1960s as part of the systems approach to
curriculum development and was part of the prevalent philosophy of educational
accountablity (Stufflebeam, McCormick, Brinkerhoff, and Nelson 1985). If
providers of training programs wanted public or other sources of funding in
order to provide different kinds of training programs, they were required to
demonstrate that a proposed program was a response to a genuine need (Pratt
1980). Subsequently needs analysis developed into something of an industry.
Berwick (1989, 51) comments:
The need for convincing precision in educational needs
assessment was also reinforced during this period by the “behavioral
objectives” movement in educational planning, particularly in North America,
which insisted on specifying in measurable form all goals of importance within
an educational system. The emphasis on precision and accountability clearly
influenced the appearance of needs assessment as a form of educational
technology and its diversification into a collection of educational research
methodologies.
Needs analysis was introduced into
language teaching through the ESP movement (James Dean Brown in Elements of Language
Curriculum (Chapter 2) ). From the 1960s, the demand for specialized language
programs grew and applied linguists increasingly began to employ needs analysis
procedures in language teaching. By the 1980s, in many parts of the world a
“needs-based philosophy” emerged in language teaching, particularly in relation
to ESP and vocationally oriented program design (Brindley 1984).
- Procedures of
Needs Analysis (Richards, 2001: 51)
Procedures used to collect information about learners'
needs are known as needs analysis. Needs analysis as a distinct and necessary
phase in planning educational programs emerged in the 1960s as part of the
systems approach to curriculum development and was part of the prevalent
philosophy of educational accountablity (Stufflebeam, McCormick, Brinkerhoff,
and Nelson 1985). If providers of training programs wanted public or other
sources of funding in order to provide different kinds of training programs,
they were required to demonstrate that a proposed program was a response to a
genuine need (Pratt 1980). Subsequently needs analysis developed into something
of an industry. Berwick (1989, 51) comments:
The need for convincing precision in educational needs
assessment was also reinforced during this period by the “behavioral objectives”
movement in educational planning, particularly in North America, which insisted
on specifying in measurable form all goals of importance within an educational
system. The emphasis on precision and accountability clearly influenced the
appearance of needs assessment as a form of educational technology and its
diversification into a collection of educational research methodologies.
C. Process in curriculum design
Richards describes
curriculum development as “the range of planning and implementation processes
involved in developing or renewing a curriculum” (Richards, 2001, p. 41). He
defines the processes as focusing on “needs analysis, situational analysis,
planning learning outcomes, course organization, selecting and preparing
teaching materials, providing for effective teaching and evaluation” (Richards,
2001, p. 41)
The first step taken in developing or
reevaluating an existing curriculum is typically (for ideally) a needs
analysis. Also called needs assessment (J. D. Brown, 2009), situation analysis
(Richards, 2001), or constraint analysis (Kauffman, 2005), the concept of needs analysis in L2
instruction refers to the processes involved in gathering information about the
“learning needs of students, and then,once they are identified, needs are translated
into learning objectives , which in turn serve as the basis for further
development of teaching materials, learning activities, test, program
evaluation strategies, etc. “ (Brown 2009, p.269)
- The Purposes of needs analysis
Richards
(2002, p.52) on his discussion toward needs analysis says that the first step
in conducting a needs analysis is to decide exactly what its purpose or
purposes are. Basically, needs analysis in language teaching may be used for a
number of different purposes, such as:
1) To
find out what language skills a learner needs in order to perform a particular
role, such as sales manager, tour guide, or university student
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 needs to be
able to do
6) To
collect information about a particular problem learners are experiencing
7) “Lacks,
Wants, Necessities” (Nation, 2010: 24)
Meanwhile, Hutchinson and Waters in the
Nation and Macallister (2010:24) divide the need into the needs of the goal (ie
what the learners need to do in the target situation) and the learning needs
(what the learners need to do in order to learn). Therefore, the needs of
learners are divided into three namely lacks,
wants, and necessities
- Instrument of
Needs Analysis
1) Questionnaires
This is one of the most common instruments used in collecting
information. Questionnaire is divided into two types, which are a set of
structured questionnaires consists of structures items (in which the
respondents chooses from a limited number of response) and unstructured
questionnaire in which open-ended questions are given that the respondents can
answer as he or she chooses (Richards, p.60).
2) Self-rating
Self-rating consist of scales that students or other use to
rate their knowledge or abilities. This might also be included as part of
questionnaire as what has been stated above by Riduwan toward checklist type.
However, the information collected through this instrument is too
impressionistic and not very precise.
3)
Interviews
Interviews allow for a more in-depth exploration of issue
that the questionnaires though it will take longer time to administer. It can
be done through face-to-face or over the telephone. An interview may often be
useful at the preliminary stage of designing a questionnaire, since it will help
the designer get a sense of what topics and issue can be focused on the
questionnaire. Therefore, it is better to conduct a structured interview that
allows more consistency across responses to be obtained.
4) Meetings
A meeting allows a large amount of information to be
collected in a fairly short time. However, information obtained in this way may
be impressionistic and subjective and reflect the ideas of more outspoken
members of a group.
5) Observation
Observation of learners’ behavior in a target situation is
another way of assessing their needs. However, people often do not perform well
or natural when they are being observed, thus this has to be taken into
account. Besides, observation is a specialized skill which needs specialized
training on knowing how to observe, what to look for, and how to make use of
the information obtained.
6)
Collecting learner language
Collecting data on how well learners perform on different
language tasks and documenting the typical problems they have is useful and
direct source of information about learners’ language needs. Hence, language
samples might be collected through the means of written or oral tasks,
simulations or role plays, achievement tests, and performance tests.
7)
Task analysis
This refers to analysis of the kinds of tasks the learners
will have to carry out in English in a future occupational or educational
setting and assessment of the linguistics and demands of the tasks.
8) Case Studies
With a case study, a single students or a selected group of
students is followed through a relevant work or educational experiences in
order to determine the characteristics of that situation.
9) Analysis of
available information
Some relevant information provided in various sources such as
on books, journals articles, reports and surveys, or records and files, can be
used in conducting needs analysis. This procedure is normally the first step in
a needs analysis because there are very few problems in language teaching that
have not been written about r analyzed somewhere.
CHAPTER II
FINDINGS
- Data of
Institution
Institution : Azzahra Education Center
Tutoring
Adress : Jl. Syech Ibrahim
Musa RT 07 Kelurahan Ganting Kota Padang Panjang
Teacher/Interviewees : Lidia Nova
- Findings
This chapter presents the findings of
the research about Needs Analysis in reality.
In the Azzahra Education Center Tutoring,
it guides students in Elementary Schools, Junior High Schools and Senior High
Schools. To analyze the needs of students in learning at this institution has
never been done because it helps to repeat learning at school, but before
starting the process of tutoring this institution usually helps students in
completing school work then to update the material that has been learned at
school this institution provides additional training when study at this
institution and to be trained at home. The purpose of the institution is to
guide students in learning in this way so that students do not collide with the
same form of problems, solutions and materials provided at school. In general,
students who take tutoring in this institution their desires and problems in
learning can be fulfilled and resolved properly. According to the interviewees,
the institution in the form of tutoring or tutoring is different. The
difference between the two lies in the material they will teach. In tutoring
institutions usually only help students solve students' problems in completing
material at school and do not provide material or curriculum made by the
institution itself, while in tutoring to meet the needs of students in learning
institutions provide material in accordance with curriculum material made by
the institution itself.
CHAPTER III
DISCUSSION
One of the basic assumptions of
curriculum development is that a sound educational program should be based on
an analysis of learners' needs. Procedures used to collect information about
learners' needs are known as needs analysis. Needs analysis as a distinct and
necessary phase in planning educational programs emerged in the 1960s as part
of the systems approach to curriculum development and was part of the prevalent
philosophy of educational accountablity (Stufflebeam, McCormick, Brinkerhoff,
and Nelson 1985). But after observing in the field, one of the tutoring is the
Azzahra Education Center tutoring in conducting its program is not based on
analyzing the needs of children in accordance with this theory even though
before the program activities are carried out the institution finds out how the
desires of its students are. It's just that in this tutoring program implement
according to the level of difficulty of students in learning. But according to
my analysis, a tutoring agency should do an analysis of student needs to find
out how they want to learn and know what students need to do in order to learn,
this is in accordance with the purpose of needs analysis in book J. Richard
(2001) p.52 and Nation, 2010: 24
Based on the theory issued in J. Richard
(2001) p60-63 about the analysis of student needs can be done in a number of
appropriate procedures, but in obtaining the formation of student needs in the
tutoring of the Azzahra Center of Education this can not be done according to
procedures that have been supported in the book J.Richard (2001). While the
institute had previously found out how to ask students to learn, the procedures
used were not in accordance with existing theories.
REFERENCES.
Brown, J. D. (1995). The Elements of Language Curriculum: A
Systematic Approach to Program Development. Boston: Heinle & Heinle.
Brown, J. D. (2009). Foreign Language and Second Language Needs Analysis. In The Handbook of
Language Teaching (pp. 269–293). Chichester, U.K.; Malden, MA:
Wiley-Blackwell.
Nation, I. S. P., &
Macalister, J. (2010). Language
Curriculum Design. New York; London: Routledge.
Richards, J. C. (2001).
Curriculum Development in Language
Teaching. Cambridge, UK; New York: Cambridge University Press.
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