CHAPTER 3 Needs Analysis (John Macalister, 2010)
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Transcript of CHAPTER 3 Needs Analysis (John Macalister, 2010)
Needs AnalysisI.S.P Nation and John Macalister
BY :1) SUDIANTORO 2) HAMID DARMADI3) SIJONO
POSTGRADUATE PROGRAM OF ENGLISH LANGUAGE
TANJUNGPURA UNIVERSITYPONTIANAK
2015
NEEDS ANALYSIS PURPOSE
The aim of this part of the curriculum design process is to discover what needs to be learned and what the learners want to learn.
The Various Focuses of Needs Analysis
Hutchinson and Waters (1987) divide needs into target needs (i.e. what the learner needs to do in the target situation) and learning needs (i.e. what the learner needs to do in order to learn). The analysis of target needs can look at:
THREE TYPES OF NEEDS
WANTS
NECESSITIES
LACKS
NECESSITIES
• What is necessary in the learners’ use of language? For example, do the learners have to write answers to exam questions?
LACKS
• What do the learners lack? For example, are there aspects of writing that were not practised in their previous learning (L1, L2)?
WANTS
• What do the learners wish to learn?
Discovering Needs
knowledge and situations of use and involves the study of situations and tasks that learners will need to engage in using knowledge gained from the course.
Observation and analysis may involve process and product. Observation of skilled and unskilled writers performing target tasks may reveal important areas that need attention during a course
The outcomes of needs analysis must be useful for curriculum design. It is not worth gathering needs analysis information if no application can be found for it. It is therefore useful to do a pilot study first to check for this.
Table 3.2 covers many of the questions that are usually raised in an analysis of target needs (Munby, 1978; Hutchinson and Waters, 1987).
Needs Analysis Tools
Others method by Long, 2005aMethod Source
Triangulated method Long, 2005
Task-based/criterion referenced performance test
Nornis, et al, 2002
Surveys and questionnaires Bernard, 1994
Computer-aided corpus analysis interviews
Flowerdew, 1994
Register/rhetorical analysis Selinker, 1988
Discourse analysis Hatch, 1992
Content analysis Flowerdew, 1994
Diaries/journals/logs Bailey & Oschrer, 1983
Classroom observation Chaudron, 1988
Non-participant observation Bernard, 1998
Participant observation Bernard, 1994
Unstructured interviews Hoadley-Maidment, 1983
Structured interviews Bernard, 1994
Sample : EAP courseType of Need
Type of information
Focus Source of Information
How the information will be gathered
Necessities
Writing assignment
Proficiency
Situation of use
Lecturer
University staffCourse OutlineLearnerOther course
Vocabulary analysisInterviewSyllabusTimeframeCorpus analysis
Lacks Proficiency
Situation of use
Learner’s assignmentLecturer
LearnerLearner
Task analysis
Think-aloud protocolInterview questionsChecklist/proficiency TestObservation
Wants Wishes
Use
Learner
Learner
Interview/questionnaireobservation
Evaluating Needs Analysis consider ….1. The range of type of information gathered in
the needs analysis.2. Considering its reliability, validity and
practicality of the needs analysis procedures3. The quality of the application of the need
analysis findings to the other parts of the curriculum design process.
RELIABILITY, VALIDITY AND PRACTICALITY
Reliability consider about well-thought-out; standardized tools. By recording, checklist, or observation.
Validity consider about what is relevant and important. By using LIST or scale.
Practicality consider about learner/teacher time efficiency, clear/easy to understand result, easily incorporated to the curriculum design process.
Learner’s self evaluation
Evaluating Teacher’s need and wants (Masuhara in Tomlinson, B.)
Stages of use
Agent Kind of investigation
Methods
Pre-use (materials selection)
Teachers Director of studies
Collecting information about the books
ELT reviews reputation colleagues’ opinion based on experience of use
Impressionistic pre-use evaluation
Looking through the book for:-overall impression, syllabus, topics/ subjects, illustrations.
Systematic pre-use evaluation
a. Making use of self-generated criteria
b. Making use of experts checklist
Whilst-use Teachers director of studies
Analysis of subjective data by the teacher and by others
The teacher diary/journal/interview/forum
Quantitative and qualitative analysis
Classroom-observation data
Analysis of objective data
Keeping records of: selective use of units and parts of units, supplementary use of homegrown materials, adaptation of the coursebook.
Rubric for evaluating INSTITUTION/COURSE instructional Goals (Walter, Lou, James : 2009)
No Some Yes A. Congruence with Organization Needs Is/Are the instructional goal statement (s) : 1. linked clearly to an identified problem in the organization? 2. linked clearly to documented performance gaps? 3. Clearly a solution to the problem? 4. acceptable to those who approve the instructional effort? B. Feasibilty Does the plan include : 1. stable content/skills over time to warrant investment/resources? 2. sufficient designer expertise in instructional goal area? 3. sufficient people to design/develop/deliver instruction? 4. sufficient time to design/develop/deliver instruction? 5. an adequate number of learners for development/delivery? C. Clarity Do the instructional goal statement (s) describe the : 1. actions of the learners (what they will do)? 2. content clearly? 3. intended learners? 4. performance context? 5. tools available to learners in performance context? D. Other 1. …………. 2. …………
Issues in need analysis Common core and specialised
language Narrow focus- wide focus Critical need analysis
1. Common core and specialised language
learners should first focus on a common core of 2000 words.
Focus on general academic vocabulary to wide range of disciplines
Cont...
The study of vocabulary shows that:
A. The goals are very focused (1,600 common core & 650 general academic words)
B. Grammatical items; Stage 1 consisting of high-frequency Stage 2 text types of the discipline
2. Narrow facus – wide focus
• Detailed systems of needs analysis determine by what language a particular language.
• the importance of successful communication within a specific discourse community.
3. Critical needs analysis
Affected by the ideology of those in control of the analysis
the questions they ask the areas they investigate the conclusions they draw
Case studies(1)The range of types of information
gathered in the needs. (2)the reliability, validity and
practicality of the needs analysis procedures.
(3)the quality of the application of the findings of the needs analysis to the other parts of the curriculum design process.
ReferencesNation, ISP and Macalister, J. 2010.
Language Curriculum Design. New York: Routledge
Dick, W. and Carey, et al. 2009. The Systematic Design of Instruction. New Jersey: Pearson
Tomlinson, B.2011. Materials Development in Language Teaching. 2nd Ed. UK: Cambridge University Press
Discussions
1. In your opinion, what part that you feel difficult in conducting needs analysis? (Sari)
A: In our opinion, analyzing the learners necessities is very difficult. Because each students has various needs.
2. What do you mean by common core word? (Yovinus)
A: based on the issue, common core words is kind of standardized vocabulary that the learner must acquired before comprehending any writing assignment.
3. Who will take responsible in need analysis? (Gina)
A: The Ministry of Education, The institution/school/course, and the teacher.
4. What is the different between necessities and
wants? (M.Ridho)A: Necessities is what the learner has to know
in order to get clearly understanding of the material that they learn in the class. And Wants is what the learner wishes for life after learning the materials.
5. How many types of need analysis? In your opinion, which one goes first? (M.Ridho)
A: consequently, all part of needs analysis is important and has the same portion. But particularly, necessities could be the starter of learner’s need analysis.
Thank You…