Diskusi 10 EFL Curriculum and Materials Development

 Please discuss:

1. The case to be studied

2. Each process in conducting needs analysis

Jawaban 1:

          Students must have varying requirements and interests during the English teaching and learning process. The educational, social, and economic backgrounds of the students as well as their goals for learning English have an impact on these two distinct internal affairs. Behind of the aforementioned differences, each student must have different cases related to their learning English. In this case, Richards, Platt, and Weber (1985) in Brown (1995, p. 35) a student or group of students requires a language and arrange the needs according to priorities wherein such needs can be facilitated with the need analysis. Further, they (1985 in Brown, 1995) also note that need analysis makes both subjective and objective information (e.g., data from questionnaire, test, interview, observation) and seeks to learn about: (a) the situations in which a language will be used, (b) the goals and purposes for which the language is needed, (c) the types of communication that will be used (e.g., written, spoke, formal, informal), and (d) the level of proficiency. Owing to this condition, teachers are required to be more critical in: (a) identifying the existing case, (b) providing problem solutions on the basis of aligning daily teaching practices and theoretical reviews proposed by the relevant experts and its significant contribution toward the students’ progress during the teaching learning process with guided instruments of measuring the successfulness of teaching program and its assessment , and (c) lastly, reflecting all the strengths and weaknesses cyclically. Dealing with process of conducting need analysis.
          More specifically, the case can be exemplified when a teacher wants to teach reading and writing on a descriptive text. In this case, the fore step before applying the teaching scenario is to create students’ need analysis for uncovering present situation analysis (PSA) namely: strength and weakness in language, skill, and learning experience. Then, teaching scenario is made cyclical to exceed any barriers during teaching learning process related to the material taught by the teacher. Both students’ need analysis and teaching scenarios comprising reading and writing are presented below.

Students’ Need Analysis for Teaching Reading and Writing on Descriptive Text
Students are required to put a tick to any option given that represent the students’ idea(s). More than one option chosen is welcome. Series of questions are presented below.
A. Strength and Weakness in Language
1. What is your strength in language?
* Understand a lot of vocabulary
* Good at grammar
* Able to communicate your message
* Know much about word formation
* Often reading in English

2. What is your weakness in language?
* Limited vocabulary recognition
* Difficult to use the words in the appropriate context
* Hard to convey/ develop any ideas
* Difficult to develop various sentence structure
* Difficult to master grammar in English

B. Skill
1. What skills are you familiar with in reading?
* Identify the topic
* Able to locate main idea
* Guessing the word meaning from the context
* Able to draw conclusion
* Able to interpret implicit information
* Able to connect each key words to result in comprehension
* Able to categorize, contras, and combine ideas heading to comprehension

2. What skills are you familiar with in writing?
* Able to make outline of composition
* Able to make sentences
* Able to generate ideas related to the topic
* Able to use the word appropriately
* Able to use conjunctions properly
* Compose correct noun phrase
* Able to develop main idea into explanatory sentences

C. Learning Experience
1. What learning experiences do you keep up with?
* Able to process new info with the thinking style
* Never let mistakes get in the way of learning
* Able to solve problems analytically
* Able to think creatively
* Keep on trying till getting what is wanted

Reference
Brown, J. D. 1995. The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle & Heinle Publishers.

Jawaban 2:

The case to be studied is using internet applications for teaching English.
The process of conducting needs analysis consists of:
Step-1: Decide what present information to collect
There are some challenges they face when teaching English using internet applications.
Step-2: Decide what target information to collect.
There will be nine questions presented in the questionnaire.
Step-3: List the information to collect in a table
Step-4: Decide Source of Information
The source of information is the teacher.
Step-5: Decide Instruments to Collect Data
The instrument will be used is a questionnaire.
Step 6: Analyze the data
The result of needs analysis is a list of information that is used to formulate goals and objectives
Step-7: Formulate Course Goals
Step-8: Formulate Course Objectives

Jawaban 3:

Needs analysis is a procedure to investigate the student's needs related to learning in order to consider the learning process in designing and developing a curriculum. Needs analysis aims to investigate the information from various stakeholders to identify the student's needs which are the basis of designing, developing, and evaluating language curriculum programs. The scope of need analysis of learning covers present situation analysis, target situation analysis, and learning context analysis. The case to be studied is teaching writing. The aims of a language teacher in teaching writing are to make students produce fluent, understandable, accurate, and appropriate written English. The process of conducting a needs analysis of teaching writing:
1. Present situation analysis (PSA)
The present situation analysis shows the background of the students that should be considered for deciding the curriculum and instructional material. Indeed, PSA is used to recognize students’ background; especially the level of language proficiency of the students before beginning the language course, and to identify their strengths and weaknesses. The present situation analysis is the students’ experiences in learning English, the student's English proficiency, and the student's writing ability, namely:
- Most of the students have never taken an English course. In addition, students took an English course that was not more than a year to study at the course.
- The students have an intermediate level of proficiency in English.
- The EFL students in Indonesia have good writing abilities.
- There are several weaknesses in writing such as grammar, vocabulary, and other techniques of writing
2. Target situation analysis (TSA)
Target situation analysis (TSA) is an essential role in designing the goals and objectives of the curriculum. Target situation analysis that covers the skill and the language feature that the students need to be improved, the students’ learning purpose, and the learning environment that the students expected in learning writing, namely:
- Speaking is the most needed skill by the students. However, writing is claimed as the hardest skill for students, because the students do not only produce the ideas but also transform the thoughts into perceived-text
- Grammar is the most priority needed by the students to be improved because the grammar was the most difficult thing in writing paragraph
- Writing skills needed for students in finding future work. The majority of students study English to be a teacher, translators, and tourism guides.
- Regarding the expected learning environment in writing, the majority of students need to study in a classroom that should consider not more than 30 students.
- In study writing, the students prefer to study in the classroom, not outside the classroom or in the laboratory. An ideal writing classroom should be clean, comfortable, and large; furthermore, other facilities should be provided for learning such as LCD, internet access, scrap papers, stationary, reference books, and dictionaries.
3. Learning context analysis
The learning needs analysis is to recognize the strategies that learners use in learning another language. The learning techniques, classroom management, learning media, learning sources, the topic of materials, and aspects of assessment that are expected by the students for learning writing, namely:
- In learning writing, the majority of students stated that discussion is the most important technique. Besides, presentation is the second activity that students indicated importantly.
- The students more require individual work than pair or group work.
- The three important learning media that students need in learning writing are PowerPoint Presentations, YouTube, and Pictures.
- The three important learning sources that the students need for learning writing are hand-out, textbooks, and authentic materials.
- The students are more interested to learn about Indonesian issues as the topic of writing than to write about foreign or Islamic issues.
- The majority of students responded that mechanics is the most important aspect of writing assessment.
We can conclude that the instructional material for writing skills for academic purposes should be based on students' needs and learning objectives. Particularly, teachers should select the instructional material that is appropriate for writing skills for academic purposes; decide a topic that is interesting, culturally acceptable, and according to learning objectives; and give students opportunities for collaborative writing.

Jawaban 4:

     The process of creating and planning English lessons involves a lot of need analysis. TSA (Target Situation Analysis) and PSA can be combined with needs analysis (Present Situation Analysis). The TSA's job is to gather data or information about students, not information provided by the students themselves. Instead, PSA will use questionnaires to get information from kids or will interview them directly. The main focus of a needs analysis is the objectives and material of a course. It looks at what the students already know and what they still need to learn. The requirements analysis ensures that the course will include pertinent and practical material. Asking the proper questions and determining the best means to discover the answers are essential components of a successful requirements analysis.

The objectives of the needs analysis are:

1.    To find out what language skills a learner needs in carrying out an activity

2.    Assist in determining whether a program meets the needs of its learners

3.    To determine which learners need additional practice in a skill

4.    Identify change goals

5.    Identify gaps between what students have mastered and what they need to master

6.    Identify problems that students may experience

Needs analysis for teaching English on Suggestions & Offers, Opinions and Thoughts
There are several basic components of needs analysis that are used to analyze language needs of learners, namely:

1.    Analysis of the target situation (TSA) This section makes an effort to pinpoint linguistic requirements for learners in professional or academic settings. In this study, the tasks, activities, and abilities that the learner needs to master are identified.

2.    Learner factor analysis (LFA) or learning scenario analysis (LSA) This part explains the goals and motivations of the learners. This analysis revealed the types of learner elements that drove them as well as their perceived needs in the learning situation.

3.    Situation Analysis at the Moment (PSA) In this analysis, it is determined what the learner has mastered and what they have not in regard to the learning accomplishment goals that need to be met. The language of the learner is evaluated in this part to determine its strengths and faults.

4.    analyzing or instructing context This element describes the learning environment, including the instructors, instructional strategies, and facilities already in place. In this analysis, elements that affect what teaching and the instructor can do were found.

5.    language assessments This element defines linguistic requirements on a broad level, such as a corporation, area, or nation.

6.    Dialectical analysis The usage of language for tasks, activities, and skills that the learner needs to master is identified in this examination.

Jawaban 5:

 

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. For example, a newly arrived immigrant might be studied for three months toward his/her daily language experienced in English, situations in which the language used, and the problems encounters. Although the information from this instrument cannot be generalized, it provides very rich source information that may complement information obtained from other sources.

Procedures for conducting needs analysis

There are a variety of procedures can be used for conducting needs analysis and the kind of information obtained is often dependent on the type of procedure selected. Therefore, the use of a triangular approach (collecting information from two or more source) is advisable to get very comprehensive and sufficient information. For example, in conducting needs analysis of the writing problems encountered by foreign students enrolled in American universities then information could be obtained from many sources, such as from samples of students writing, test data on students’ performance, reports by teachers on typical problems students face, opinion of experts, information from students’ via interviews and questionnaires, and so forth.
Procedures for collecting information during a needs analysis can be selected from among the following:

• 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). Riduwan (2008, pp. 71-72) on his book entitled Belajar Mudah Penelitian Untuk Guru-Karyawan dan Peneliti Pemula adds that there is checklist type used in collecting information, in which the respondents can check based on each aspects and it usually used with the scaling types.
Basically questionnaire is easy to prepare, they can be used with large numbers of subject and relatively easy to tabulate and analyze, and many information can be administered through this instrument. However, except of its advantages above, questionnaire also has disadvantage since the data is usually too superficial and imprecise that will often need follow-up to gain a fuller understanding of what respondents intend. For that reason, it is essential to identify ambiguities and other problems before being administered by piloting the questionnaires.

• Self-ratings
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.
• 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.

framework for analyzing learning needs which consists of several questions, each divided into more detailed questions, as follows:
1. Why are the learners taking the course?
• Compulsory or optional;
• Apparent need or not;
• Are statuses, money, promotion involved?
• What do learners think they will achieve?
• What is their attitude towards the ESP course? Do they want to improve their English or do they resent the time they have to spend on it?
2. How do the learners learn?
• What is their learning background?
• What is their concept of teaching and learning?
• What methodology will appeal to them?
• What sort of techniques bore/alienate them?
3. What sources are available?
• Number and professional competence of teachers;
• Attitude of teachers to ESP;
• Teachers’ knowledge of and attitude to subject content;
• Materials;
• Aids;
• Opportunities for out-of-class activities.
4. Who are the learners?
• Age/sex/nationality;
• What do they know already about English?
• What subject knowledge do they have?
• What are their interests?
• What is their socio-cultural background?
• What teaching style are they used to?
• What is their attitude to English or to the cultures of the English-speaking world?

Finally, as Allwright (1982, quoted in West, 1994) says that the investigation of learners’ preferred learning styles and strategies gives us a picture of the learners’ conception of learning.

• 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.
• 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.
• Collecting learner language samples
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.
• 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.
• 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. For example, a newly arrived immigrant might be studied for three months toward his/her daily language experienced in English, situations in which the language used, and the problems encounters. Although the information from this instrument cannot be generalized, it provides very rich source information that may complement information obtained from other sources.
• 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.

References

Browns, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Massachusetts: Heinle and Heinle Publishers.
Case, A. Business and ESP Needs Analysis.

Jawaban 6:

Low motivation in learning English Subjects.
Humans are true learners where they will always study their environment continuously, both directly as information and as a provision for them to adapt. This learning starts from simple things, when a child is small, such as when he learns to feel objects, walk or talk. However, most parents still do not understand that how to respond to the learning process in childhood is very meaningful for future learning. The importance of enthusiasm or motivation to learn is the key to success. Learning motivation is important for self-development. Get used to learning little by little to get used to learning activities.
Students Need Analysis in low motivation learning English
Motivation is the drive to do an activity well. Thus, learning motivation is an encouragement to carry out learning activities wholeheartedly. Motivation is divided into two, intrinsic and extrinsic motivation. Intrinsic motivation is the urge to do something that comes from within a person. Teachers and parents must awaken the desire and willingness of children to learn. Children need a solid understanding of what is to be learned and why they should be learning it. While extrinsic motivation is encouragement that comes from outside the individual student. The teacher has his own tricks to arouse students' willingness to learn so that the teacher and the subjects he teaches do not make students bored. Parents also play an important role in motivating students.
Student motivation in learning English is still not optimal because
1. Lack of confidence
2. a large number of new vocabulary and sentence structures that are different from Indonesian, makes many students lazy or tend to be embarrassed to take this lesson.
3. Lack of prior knowledge
4. There are some students who have a phobia of learning English so that fear then makes students dislike it resulting in student learning outcomes under the standard. Therefore, achievement motivation has a very large contribution to learning achievement

https://www.academia.edu/4766541/the_low_motivation_of_students_in_learning_english_foreign_language_

Jawaban 7:

The term "needs analysis" refers to a formal and methodical process that identifies and evaluates the specific needs of an individual or group, in this case, students, to determine what training should be done to meet those needs. The difference between what is being done now and what ought to be done is referred to as a "gap," and it is common practice to refer to needs in this manner.

1. The case to be studied
An English teacher in a senior high school would like to design a syllabus to teach English to second-grade students. Some facts have been found related to students’ writing skills. Although they have studied English for about 4 years in school, they still cannot write any texts; even they cannot write a single sentence correctly and grammatically. The worst fact is they do not have a lot of vocabulary, so they have no idea when they are assigned to write. Based on these facts, a needs analysis should be done before designing the syllabus.

2. Procedures to conduct need analysis
I will attach a document below to explain the procedures further to conduct the need analysis.

Jawaban 8:

needs analysis is a systematic procedure used to identify and assess the unique needs of a person or group, in this case, students, in order to decide what training should be provided to address those needs. It is customary to refer to needs as "needs" when referring to the gap between what is being done currently and what should be done.

The case to be studied is applying fun games for teaching English.
The process of conducting needs analysis consists of:
1. Decide what present information to collect
2: Decide what target information to collect
3: List the information to collect in a table
4: Decide Source of Information
5: Decide Instruments to Collect Data
6: Analyze the data
7: Formulate Course Goals
8: Formulate Course Objectives

Thankyou in advance.

Jawaban 9:

A case study is a comprehensive examination of one individual, family, or event. In order to look for patterns and causes of behavior, practically every aspect of the subject's life and background is examined in a case study. The purpose of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others.
Needs analysis is defined as “procedures used to collect information about learners’ needs. The process of needs analysis or target situation analysis consists of identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation (Todea & Demarcsek, 2017)
The process of conducting a needs analysis is as follows:
1. Collecting information
The first step is collecting information related to the present situation and the target situation. The present situation is related to the Information about learners’ current:
- Proficiency
- Ambitions
- What they can do
- What they want at the beginning of the course
- Skills
- Perceptions
- Their familiarity with the specialist subject
- What they know of its demands and genres
The target situation means Information regarding learners’, Future roles, Linguistic skills and knowledge needed for communication needs, Contexts of language use, and Target texts.
2. Deciding the source of information
The source information consists of the Target group, Audience, Needs Analyst, and Resource.
3. Preparing the instrument
The instruments that we need to prepare consist of a Questionnaire, Interview, Observation, and FGD.
Reference
Todea, L., & Demarcsek, R. (2017). Needs analysis for language course design. A case study for engineering and business students. IOP Conference Series: Materials Science and Engineering, 200(1). https://doi.org/10.1088/1757-899X/200/1/012064

Jawaban 10:

1. The case to be studied.
In learning English, there are several cases will be found because as we know that learning English means the students learn other languages with the various pattern and structure. The students should understand all because it has correlation among the topics such as the use of tense in the sentences, the diction which relevant with the text and the context or meaning provided of the text. The background of the students becomes important thing to be considered in conveying materials.

2. Each process in conducting needs analysis
The data personal of the basis for the teacher to diagnose the need objective assigned. The syllabus is a plan that select by the teacher for creating material and topic for teaching English. The teacher should making the need analysis so they can get the picture for mapping the teaching learning process for the students. Objective data is that factual information which does not require the attitude and views of the learner to be taken into account.
Each process in conducting need analysis is should be considered :
1. For teachers, they often need more powerful material, which are designed on second language acquisition and learning principles to match the basic learning needs and profiles of learners in different countries, cultures, attitudes, learning habits and styles.
2. For learners, they need the best curriculum, syllabus design, approach and the best material. The material should value their engagement, linguistic needs, motivation that matches their attitudes, aptitude, learning styles, learning strategies, learners’ expectations, age, culture, and local needs.
3. For publishers, they should provide the material that have correlation with the current material or topic for students.

Reference:
https://media.neliti.com/media/publications/298731-the-importance-of-needs-analysis-in-mate-01e21993.pdf
http://eprints.ipdn.ac.id/97/1/Chapter%203%20Needs%20Analysis.pdf

Jawaban 11:

The case to be studied is about “Students’ Reading and Writing Difficulties in Learning English”

Steps in Needs Analysis:

According toMcKillip (1987) which identified five steps in needs analysis:

Step 1: Identify users and uses of the need analysis.

students' perceptions of lecturers' instruction in reading and writing at IKIP Siliwangi Bandung, as well as the issues with English reading and writing skills among English Education Major students on the 3rd semester.

Step 2: Describe the target population and the service environment.

The participants in this study are the English Education Major students of IKIP Siliwangi Bandung. A series of questionnaires covering students' backgrounds, reading and writing challenges, and opinions on their lecturers' instruction will be employed as the study's instrument. Furhrtmore, the researcher believes that a pleasant learning environment and encouragement from instructors can inspire students to learn more.

Step 3: Identify needs.

Reading difficulties in students are caused by their incorrect recognition of uppercase and lowercase letters. Students struggle to pronounce the words that are written down, and as a result many words go unpronounced or are not spoken correctly. Poor sentence-arrangement skills are the weakness in developing meaning in essay writing.

Step 4: Assess the importance of the needs.

With the assistance of creative and inventive lecturers who work to create a supportive environment and inspire students to keep learning, the difficulties with understanding writing and reading can be improved.

Step 5: Communicate results.

Some ideas are thought important to increase students' teaching performance and learning capacity in IKIP Siliwangi Bandung. Primary teaching of reading and writing abilities, among other things, should be stressed so that children can master them. To improve students' reading and writing skills, English language instruction should be presented in a more engaging way using a variety of engaging teaching tools and techniques.

Thank you.

Reference:

McKillip, Jack. (1987). Need Analysis: Tools for the Human Services and Education. SAGE Publications, Inc.

Jawaban 12:

Needs Analysis (NA) is carried out to collect information that is used as a basis for developing a course/curriculum/program. In this case the case that will be studied is the students' difficulties in practicing speaking English

process in conducting needs analysis :
a. Decide what PRESENT information to collect. In this case students do have difficulty speaking because of the lack of vocabulary they have
b. Decide what TARGET information to collect. from the little vocabulary they have, this problem will make students unable to write English texts in paragraph form.
c. List the information to collect in a table. On the other hand, they have very little interest in learning foreign languages, so they have no experience in learning to speak or write English texts.
d. Decided Source of Information. with the target of 2nd grade junior high school students, and the need analysis for English subject teachers
e. Decide Instruments to Collect Data. using test and questionnaire
f. Analyze the Data . The result of the needs analysis is a list of information used to formulate goals and objectives.
g. Formulated Course Goals . Objectives provide a general descriptive statement outlining the objectives of the course
h. Formulated Course Objectives. to operationalize efforts to achieve goals.

Jawaban 13:

The case to be studied is using internet media in teaching and learning English for seventh grade students.

Richard (2001) in Soepriyatna (2019) states need analysis is a set of procedures used to collect information about learners’ needs. In relevance to the case being studied above, there are some procedures that should be follow in conducting the need analysis.

According to Brown (1995) in Soepriyatna (2019) the procedures are elaborated into three aspects;

1.  Making basic decisions about needs assessment.

It is about collecting information based on present situation and target situation.
Questions about present situation:

·       Why are learners taking the course? It is a compulsory subject that students have to learn.

·       How do learners learn? Technology is developing rapidly and the influence of internet usage is inevitable. To create fun and interesting teaching and learning process the teacher can use internet as a media and sources of learning.

·       Who are the learners? Seventh grade students with low motivation and self-relief to learn.

·       What do learners know? The students are able to browse internet and some of them are more proficient than the teacher.

Questions about the target situation relate to the information regarding the learner’s future roles and the linguistic skills and knowledge needed for communication needs: identifying the contexts of language use, observing the language events in the contexts, and collecting and analyzing target texts.

Who will be involved in the needs analysis?

The target group will be seventh-grade students. The audience will be the English teachers and the headmaster. The need analyst will be the senior English teachers. The source will be the supervisor who could help the teacher determine skills and aspects that should be involved.

2. Collecting information.

There is a range of information available, but the needs analysis should have focus of what to collect and for the case being studied the focus will be on the learning process in which the teacher wants to elaborate on the use of internet sources in teaching and learning English. To collect the information, the teacher will use a questionnaire as an instrument.

3. Making use of the information collected. A list of information that the teacher collected during the need analysis is used to formulate goals and objectives.

Jawaban 14:

In this discussion, the case will be discussed is what an ESL teacher might deal with in making a syllabus of a new program that a client requests. The client is a medical office that will be giving an English course to their staff and doctor. The client has special requests to develop staff and doctors' English skills, most in speaking and writing report. The client also adds that their staff and doctors have strong medical terms; however, they might get perplexed to explain in general ways.

2. Process in conducting needs analysis:
Step - 1. Decide what present information to collect
a. language proficiency?
b. language skills, all but extra attention to speaking and writing

c. challenges they face when learning English or using English.

Step - 2. Decide what target information to collect
a. how to make report writings in medical terms (length?)
b. kinds of context (what situations they usually use English)
c. What kind of text the students should produce.
Step - 3. List the information to collect in a table

Step - 4. Decide on the Source of Information
a. The target group: the staff and doctors at a Clinic
b. The audience: the client, perhaps the HRD of the clinic, the manager, and also the head of the clinic.

c. The need analyst: teacher colleagues with a similar client
d. The source group: the director of studies

Step - 5. Decide instruments to collect data:

a. Proficiency: test and interview
b. Learners' background: the questioners
c. Genre: the manager
d. Language context: manager

Step-6. Analyze the data

Step- 7. Formulate course goals

Step -8. Formulate course objectives

Reference:
Soepriyatna. (2017). Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 15:

According to Richards (2001), needs analysis means procedures used to collect information about learners’ needs. Need assessment should be done before creating a curriculum or program development. There are 3 aspects in the procedures of needs assessment according to Brown (1995) such as making a basic decision about needs assessment, collecting information, and making use of the information collected.

This is a case sample to be studied.
A principal of an elementary school wants to create a program to assist teachers in developing better teaching materials. Because of their lack of understanding of visual literacy, many teachers, according to the principle, struggle to create decent slide presentations or modules. There are various procedures that must be followed in order to design a suitable program for teachers.

·       Step 1: Decide what PRESENT information to collect
In this step, the principal will have to collect some information about the teachers’ current understanding of visual literacy, obstacles they are facing in preparing learning materials, and teachers' computer skills.

·       Step 2: Decide what TARGET information to collect
In this step, the principal will collect information about what skills or knowledge, or devices the teachers need to have in order to prepare good-looking learning materials.

·       Step 3: List the information to collect in a table

·       Step 4: Decide the Source of Information 
In this step, the principal will determine:
- Target group: All elementary teachers
- The audience: Lecturers who are assigned to teach the course, or who are
   assigned to develop the course syllabus and the Head of the Study Program
   who will administer and supervise the course. 
- The needs analyst: The school board members and the principal.
- The source group: A visual literacy expert who could define what aspects and skills should be involved so that learners can produce teaching materials well

Step-5: Decide Instruments to Collect Data 

·       Step 6: Analyse the Data
Based on the information collected in the previous step, the need analyst then creates a list of a list of information that is used to formulate goals and objectives.

Reference:
Soepriyatna. (2017). Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 16:

The term needs are not as straightforward as it might appear, and hence the term is sometimes used to refer to wants, desires, demands, expectations, motivations, lacks, constraints, and requirements (Brindley in Richard, 2017). Needs analysis can play a major role in determining course content, especially for language items (Macalister and Nation, 2020). Brown in Rochmawati (2017) mentioned that needs analysis generally refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students. It means that need analysis includes all the activities used to collect information about the student’s learning needs, wants, wishes, desires, etc.

Macalister and Nation (2020) also proposed that needs analysis is directed mainly at the goals and content of a course, because it examines what the learners know already and what they need to know. Needs analysis makes sure that the course will contain relevant and useful things to learn. Good needs analysis involves asking the right questions and finding the answers in the most effective way.

The case to be studied about: The Principal assigns you to design an English syllabus for class 8 semester 1 where the material is adapted and appropriate to the Merdeka curriculum by applying the principle of differentiation. In this case, we should conduct the needs analysis

Richard (2017) stated that in conducting the needs analysis for the group of teenagers aged 13-16 sought information on three issues:

·       Learning needs (learning style, learning motivation, thinking style, preference, and type of intelligence they use when learning).

·       Language needs (skills they would like to improve such as grammar, reading, speaking, listening, writing, vocabulary, pronunciation).

·       Social needs (background characteristics, gender, culture, personality and interests)

Brown (in Soepriyatna, 2019) mentioned that in collecting information, questions are needed, and based on their type, questions are grouped into:

·       Problem: what problems do students have when they have to write academic English?

·       Priorities: which one is considered most important; listening, speaking, reading, or writing?

·       Abilities: What is the student’s current level of English proficiency?

·       Attitudes: How do they like learning?

·       Solutions: What can they do to solve that problem?

Soepriyatna (2019) proposed procedures to gather information needed in needs analysis as follows:

·       Questionnaire: to get information on large scale

·       Self-rating: to get information based on knowledge or abilities

·       Interview: to gather personal responses and views privately

·       Meeting (Focus Group Discussion): to get information through a group of people completing the task

·       Observation: information from the recording behavior that occurs

·       Analyzing, documenting, or sampling student works: to get information through existing data from documents, records of learners

·       Test: to get information about the general level of proficiency, grouping the student, and language problem.

The step we should do in conducting the needs analysis based on Soepriyatna (2019) are as follows:

·       Decide what current information to collect

·       Decide what target information to collect

·       List the information to collect.

·       Decide Source of Information

·       Decide Instruments to Collect Data

·       Analyze the Data

·       Formulate Course Goals

References:

Macalister, J. & Nation, I. S. P. 2020. Language Curriculum Design. New York. Routledge.

Richards, J. C. 2017. Curriculum Development in Language Teaching Second Edition. Cambridge: Cambridge University Press

Rochmawati, P. 2017. English Curriculum and Material Development. Ponorogo: STAIN Po PRESS

Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.

Jawaban 17:

The Case to be Studied is teacher would like to arrange a syllabus to teach speaking Discussion text for the twelve grade students.

The process in conducting analysis:
1. Step 1 Decide what PRESENT information to collect. Students need to answer the following questions. The Questions will be about:
- What is your interest skill in learning English?
- Listening
- Speaking
- Reading
- Writing
- What makes you feel interested in learning the skill?
- mastering the grammar
- knowing a lot of vocabularies
- knowing how to pronounce well and properly
- What kinds of difficulties have found in learning English?
- lack of knowledge of English
- Lack of vocabulary memorizing
- Lack of knowledge how to prounce the word
2. Step 2 Decide what TARGET information to collect.
- What makes you interested in learning speaking?
- interesting topic
- the way to express arguments
- the way to gain the information about the topic
3. Step 3 List the INFORMATION to collect in a table.
- What do you know about Duscussion text?
- the social function
- the generic structure
- the language features
4. Step 4 Decide SOURCE of information
The source of information is the students in the twelve grade who learn Discussion text.
5. Step 5 Decide INSTRUMENT to collect data
The instrument will be used is Questionnaire.
6. Step 6 Analyze the data
The data will be analyzed to formulate the course goal and objectives.
7. Step 7 Formulate course goal
The goal is formulated based on the result of the data.
8. Step 8 Formulate course objectives
The objective of the course should meet the requirements of the data analysis.
Thank you,

Jawaban 18:

The term "need analysis" is described as a method used to gather information about the requirements of learners by Richards in Soepriyatna (2019). The first stage in the process of developing a curriculum or program is to conduct a needs analysis. This is predicated on the idea that the course material is designed to meet the requirements of those who are interested in learning it. In the process of developing goals and describing targets, the findings of the need analysis will serve as a reference. Connecting need assessment with program goals and aims helps to ensure that the curriculum is tailored to the requirements of individual students and their environments.

Case Study of Designing a Course Curriculum to teach TOEFL
Roberts (2000) argues that the Test of English as a Foreign Language (TOEFL) has been extensively used to evaluate the English language competency of overseas students who seek to study in English-speaking countries such as Canada and the United States. The TOEFL score is a major factor in evaluating whether a prospective non-native English speaker may be accepted to schools in those countries (Vu & Vu, 2013). This is also the case in Indonesia, where several colleges demand students to take the TOEFL in order to establish their English competence and their admission or graduation status.
However, achieving the desired TOEFL score becomes a challenge for the majority of pupils. Nonetheless, there is a substantial gap between expectations and reality. There are still a substantial proportion of English as a Foreign Language (EFL) students who do not get passing scores on the ITP exam.
The Head of the Language Education Study Program at an institution has tasked Mrs. Andriana with designing a course curriculum that will be used to teach TOEFL Preparation to second-semester students in the study program.

To construct a course that meets the requirements of the students and the curriculum, Mrs. Andriana must undertake a needs analysis. The procedures are as follows.
Step 1: Determine what current data to acquire.
Step 2: Determine what specific data to gather.
Step 3: List the data to be gathered in a table.
Step-4: Determine Information Source
Step-5: Determine Data Collection Instruments
Step-6: Analyze the Data
Step-7: Formulate Course Objectives
Step- 8: Formulate Course Objectives

Thank you for the opportunity.

References:
Roberts, M. (2000). An Examination of the Way a Group of Korean Language Learners Prepare for the Test of English as a Foreign Language (TOEFL). University of Toronto, Toronto.

Soepriyatna. 2019. EFL Curriculum and materials Development. Tangerang Selatan: Universitas Terbuka

Vu, L. T., & Vu, P. H. (2013). Is the TOEFL Score Reliable Indicator of International Graduate Students’ Academic Achievement in America Higher Education? International Journal on Studies in English Language and Literature, 1(1), 11–19.

Jawaban 19:

The term "need analysis" is described as a method used to gather information about the requirements of learners by Richards in Soepriyatna (2019). The first stage in the process of developing a curriculum or program is to conduct a needs analysis. This is predicated on the idea that the course material is designed to meet the requirements of those who are interested in learning it. In the process of developing goals and describing targets, the findings of the need analysis will serve as a reference. Connecting need assessment with program goals and aims helps to ensure that the curriculum is tailored to the requirements of individual students and their environments.

Case Study of Designing a Course Curriculum to teach TOEFL
Roberts (2000) argues that the Test of English as a Foreign Language (TOEFL) has been extensively used to evaluate the English language competency of overseas students who seek to study in English-speaking countries such as Canada and the United States. The TOEFL score is a major factor in evaluating whether a prospective non-native English speaker may be accepted to schools in those countries (Vu & Vu, 2013). This is also the case in Indonesia, where several colleges demand students to take the TOEFL in order to establish their English competence and their admission or graduation status.

However, achieving the desired TOEFL score becomes a challenge for the majority of pupils. Nonetheless, there is a substantial gap between expectations and reality. There are still a substantial proportion of English as a Foreign Language (EFL) students who do not get passing scores on the ITP exam.

Case Study: The Head of the Language Education Study Program at an institution has tasked Mrs. Andriana with designing a course curriculum that will be used to teach TOEFL Preparation to second-semester students in the study program.
To construct a course that meets the requirements of the students and the curriculum, Mrs. Andriana must undertake a needs assessment. The procedures are as follows.
Step 1: Determine what current data to acquire.
Step 2: Determine what specific data to gather.
Step 3: List the data to be gathered in a table.
Step-4: Determine Information Source
Step-5: Determine Data Collection Instruments
Step-6: Analyze the Data
Step-7: Formulate Course Objectives
Step- 8: Formulate Course Objectives

References:
Roberts, M. (2000). An Examination of the Way a Group of Korean Language Learners Prepare for the Test of English as a Foreign Language (TOEFL). University of Toronto, Toronto.

Soepriyatna. 2019. EFL Curriculum and materials Development. Tangerang Selatan: Universitas Terbuka

Vu, L. T., & Vu, P. H. (2013). Is the TOEFL Score Reliable Indicator of International Graduate Students’ Academic Achievement in America Higher Education? International Journal on Studies in English Language and Literature, 1(1), 11–19.

Jawaban 20:

a teacher should considers some aspects below :

·       Who requires a pathway for learning?

·       What do they need to understand in order to support the company's goals?

·       What connection does that have to their individual learning and development goals?

·       How are you going to design educational programs for them that are efficient?

·       What effect will it have on the growth of your company and theirs?

·       What place does this take up in your budget for learning and development?

Jawaban 21:

The case to be studied is Teaching listening through Audio-Visual for junior high school students.
Data Needs Analysis
The data obtained in each action will be analyzed quantitatively and qualitatively to determine the final result of an action. Qualitative data on student learning outcomes will be analyzed descriptively by finding the average score of student success both in the pre-test and post-test. Evaluation results data will be analyzed using descriptive analysis by finding the average score of student success both in the pre-test and post-test. Namely by using the value of each student answering the test in each meeting.
Meanwhile, the qualitative data obtained through the observation sheet is analyzed so that it can provide an overview of the level of understanding of the lesson, attitudes or views of students towards the learning method applied, student activity in following the lesson, attention, enthusiasm in learning, self-confidence, learning motivation, and what the like were analyzed qualitatively.
This research was conducted using the method of classroom action research (CAR). There are four stages that are commonly passed in this classroom action research, namely (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection.
The four steps above will be explained in detail below.

1. Planning
At this stage, the researcher compiles and designs actions to be carried out to improve students' listening comprehension skills and low student learning motivation. Based on the initial tests and observations made, the average student is only 45.86 and with low enthusiasm and motivation to learn. The actions given to students only take place in 2 cycles within 8 x 40 minutes.
The action plan implemented in this stage is a learning design that is developed based on the problems found and the learning method used, namely Audio-Visual to solve the problem of low understanding and student learning motivation.

2. Implementation
In this step the researcher carried out the learning steps by applying Audio-Visual techniques according to the learning design that had been prepared in the first step.
In the treatment of action through the application of Audio-Visual researchers carry out learning activities in accordance with the designed learning plan. Students are guided through steps to improve their understanding effectively and efficiently and improve memory performance in understanding conversational content.
The first step, the first video with the topic "Always remember to say please" is played to students by providing some brainstorming to increase students' desire for learning interest. After the video was played 2 times, students were asked to answer some general questions according to the video being played. Then the author invites students to discuss each answer to each question given.
After the discussion was over, the second video with the topic "Cheers... hicccuupp" was played 2 times. Then students were asked to answer the questions given by the presenter orally, but the questions given this time were in more detail related to the video being played.
The next step, students are shown a video with the topic "Long time no see and Jeffry doesn't live here" twice. After the video is finished playing, then students are given multiple choice tests and students are given the opportunity to answer these questions.
After all student answers have been collected, students are then given a script from the first video to the last video, then students are asked to display (perform) each video that was played before in front of the class. The steps above are the essence of the treatment given to students to improve their understanding in listening to English. thus, student learning outcomes using Audio-Visual techniques can be expected to be more satisfying and can improve students' listening skills.

3. Observation
Observations were made while the action was running. The researcher recorded everything that was needed and happened during the implementation of the action. Data collection was carried out using tests and observation sheets that had been prepared beforehand. The data collected is in the form of quantitative data from student test results and qualitative data from observation sheets. Other important things related to the action are also recorded in this step. The observation format when the action process is in progress is as follows.
Observation Process Format

No. Things observed Good Enough Less
1. Student attention when receiving orders
2. Seriousness of students in the process of action
3. Student response
4. Learning situation
5. The effectiveness of learning media
6. Student response in receiving orders
7. Punctuality
8. Student motivation towards learning
9. Change of attitude
10. Confidence
11. Improved skills

4. Reflection.
This stage is intended to thoroughly review the actions that have been taken, based on the data that has been collected in the previous step. And looking for difficulties experienced by students and teachers in the process of action that has been done. Students are invited to discuss in each cycle to ask about the difficulties they experience. While the teacher reflects on past events when the action process takes place. All data obtained is analyzed and evaluated to perfect the action in the next cycle or whether the treatment given to students is necessary to be continued.

Jawaban 21:

The case to be studied is using web based English learning material for students of junior high school. The research focused on the students’ professional needs, their difficulties of English learning materials while studying, their language skills and tasks, preferred learning styles and teaching methods, and the suggestions for better English learning strategies. This research was used a descriptive analytical approach in order to find the research goals. The data collection used was questionnaire. The research had comprised samples of 50 students randomly.
Need analysis plays an important role in second language or foreign language learning classes. It is important because through needs analysis teachers, learners, teaching materials, teaching procedures-all make a harmonious relationship that enhance learners’ learning.
Framework for needs analysis:
Different types of procedures are suggested for conducting a need analysis.
The selection of procedures depends on the purpose of Needs Analysis.
For example: If one tries to conduct a Needs Analysis of the using web based English learning material for students of junior high school were beginner level., the information can be obtained from the following sources:
a) Samples of student writing
b) Test data on students’ performance.
c) Reports by teachers on typical problems students face.
d) Information from students via interviews and questionnaire.
e) Analysis of text books, teaching and academic writing

Jawaban 22:

Please discuss:
1. The case to be studied
The case to be studied must be based on the concept of the learners’ need
Students’ need is the first thing to be consider in conducting need analysis because it aims at collecting data from learners, situation, purposes and reasons of the study. For the sake of the scientific writing, the case must be relevant, meaningful, up-to-date, and meet students’ need so the data of the case can be valid and credible. If the case can not be used for scientific, academic writing, and educational purposes, it will be useless. Therefore the case must be practical and useful for many people.

2. Each process in conducting needs analysis.
It is a first step of the syllabus design that aims at collecting data about learners, situation, and purposes why they want to learn English. Based on the data collected, goals and objective of the syllabus can be specified in order to get valid data.
The process in conducting need analysis:
- Collecting data about learners, present and target situation, and the students’ purposes in studying English;
- Specify the goals and objectives;
Social and educational backgrounds, communicative needs, learning goals, former experience, preferences, and time availability must be considered in conducting need analysis

Collecting data can be done by the following techniques:
- Oral interview, written questionnaire
- Document analysis
- Observation
- Placement test
- FGD

Reference:
Suciati,dkk.2019. Integrasi Teori dan Praktek Pembelajaran. Tangerang Selatan: Universitas Terbuka

Jawaban 23:

A. The Case
The School Principal of a Chemical Analyst Vocational School assigned an English teacher to design a syllabus to teach English for Work to XIII level students at the school. The course will be for one semester.

B. The Needs Analysis
Step-1: Decide what PRESENT information to collect
• Find out the expected skills of the students to have (Speaking skill in facing a job interview & Writing skill in creating job application documents)
• Find out future phase of the students (to get a job as soon as possible as a chemical analyst)
Step-2: Decide what TARGET information to collect
• In the process to practice the speaking skill for a job interview, the materials should be focusing on describing a profession, listing a chart, and describing oneself.
• In the process to practice the writing skill for making job application documents, the materials should be focusing on simple past tenses to describe events and simple present tenses to describe present condition, and conjunction to combine paragraphs.
Step-3: List the information to collect in a table
• Present situation – proficiency: what the XIII students have learnt from the first year at school
• Present situation – students background: students are smart students coming from all over Indonesia that have been trained to be skilful analyst.
• Target situation – genre: Speaking skill will be focusing on dialogues and the writing skill sill be focusing on paragraph
• Target situation – language context: English for work
Step-4: Decide Source of Information
• The target group: Students of XIII level
• The audience: the alumni of the school and the teachers of the chemistry program
• The needs analyst: English teacher at vocational school
• The source group: the alumni or the fellow teachers who are alumni of the school
Step-5: Decide Instruments to Collect Data
• Present situation – proficiency: interview
• Present situation – students background: questionnaires
• Target situation – genre: questionnaires
• Target situation – language context: interview and questionnaires
Step-6: Analyze the Data
• Present situation – proficiency: students have practiced presenting a subject in front of audience, describe an instrument of analysis, and have practiced writing a short paragraph
• Present situation – students background: students are young adults (18/ 19 years old)
• Target situation – genre: create a cover letter and a curriculum vitae explaining them as chemical analyst and be well prepared for a job interview
• Target situation – language context: English for work
Step-7: Formulate Course Goals
• Referring to the Needs Analysis, the learning goal is that by the end of this program, the students at vocational school are expected to be able to use practical English for their job.
Step-8: Formulate Course Objectives
To support the goals, the objectives are for the students to be able to:
1. Create an interesting Cover Letter
2. Create a tailor-made Curriculum Vitae based on their competency as a chemical analyst
3. Ready to have a conversation for a job interview

Reference:
Suciati,dkk.2019. Integrasi Teori dan Praktek Pembelajaran. Tangerang Selatan: Universitas Terbuka

Jawaban 24:

I believe,the majority of teachers would agree that the better we know our pupils, the better we can teach them. This is one of the reasons we frequently begin courses with 'getting to know you' exercises that allow students to discuss basic personal information with one another and with the teacher. However, in addition to getting to know our students as persons, we also need to get to know them as learners from the start of the course. The process of gathering information about our students' needs, analyzing that information, and then making course decisions based on what we discover is known as 'needs analysis.'
There are some processess in conducting need analysis:
1.Questionnaires

Questionnaire survey are an obvious activity category for requirements analysis. These should ideally include a range of questions concerning students' motivation for taking the course, prior learning experiences, perceived strengths and limitations, contexts in which they are likely to use the second language, goals and expectations, learning preferences, and so on. Questionnaires have the advantage of requiring little class time and providing you with the same type of information on all of the pupils.

It is critical to assess the language used in questionnaires according to the level of your students. They won't be able to answer questions if they don't understand them!.
2.Ask for someone who...'

Many traditional ELT exercises, such as 'Find someone who...,' can readily be given a needs analysis twist. Instead of using this activity to practice grammar or vocabulary, you may ask students questions about how they use English outside of class or their learning preferences in class (working individually vs in pairs or small groups, how they like to be corrected, etc.).

Board games, class surveys, and discussion cards, to name a few, are other examples of classroom activities that can be quickly changed to get students talking about their needs.
3.Ranking

If you're teaching Business English, where learners are likely to have very specific needs, you could write several various scenarios (participating in conference calls, answering emails, etc.) or language functions (negotiating, politely disagreeing, etc.) on cards and ask students to prioritize how important they are to performing their job. With groupings that are more likely to have less well-defined needs, such as an adult conversation club, you could put 25 or so subjects on cards and ask the students to filter them down to the ten most fascinating.
4.Putting pen to paper

Students must be open and honest about the facts they offer in order for needs analysis to be efficient. If you believe your students would be more confident in communicating with you in writing, offer them the task of composing you an email. Clarify exactly what kind of information you want them to provide in the work instructions, such as their perceived strengths and weaknesses, goals, time constraints for studying outside of class, and so on.
5.Examining the materials

One final activity is to separate students into groups and deliver the coursebook. Request ask them read it and discuss the portions they find most useful or engaging. Because there is rarely enough time in any course to complete every page of the book, it can be beneficial for both the teacher and the students to consider what to prioritize. You might even discover that your kids desire to read passages of the book that you would have skipped entirely!