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Need analysis

need analysis is one of the main process

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Need analysis

  1. 1. ELT Curriculum Group 1 Elwin P. Zebua Fithra Hidayati Mellati Mandasari
  2. 2. Wants Necessities Lacks Procedures in collection information about the students' need. Needs Needs Analysis What the learner has to know in order the function effectively in the target situation (Kaewpet, 2009) Strengths and weaknesses What the learners view/wish
  3. 3. Purpose To find out what language skill a learner needs To help determine if an existing course adequately addresses the needs of potential students To determine which students from a group are most in need of training in particular language skills To identify a change of direction that people in a reference group feel is important To identify a gap between what students are able to do and what they need to be able to do To collect information about a particular problem learners are experiencing
  4. 4. DECISION MAKING Who will be involved? What types of information should be gathered? Which viewpoint should be taken? BROWN (1995)
  5. 5. BROWN (1995) Target Group People about whom the information will be gathered Who will be involved? Audience People expected to act upon the analysis Need analist People responsible for conducting the need analysis Resource Group People considered to be a source of information
  6. 6. THE USERS OF NEEDS ANALYSIS – FOR WHOM? For a secondary school English curriculum, the users may include : • Curriculum officers • Teachers • Learners • Writers • Testing personnel • Staff of tertiary institutions
  7. 7. For a single teacher on his or her class, the audience may consist of •The teacher •Other teachers •Program coordinators
  8. 8. The target population – about whom? In conducting a NA to determine the focus of an English program in public secondary schools in an EFL context, the target population might include: • Policy makers • Ministry of education officials • Teachers • Students • Academics • Employers • Vocational training specialists • Parents • Influential individuals and pressure groups • Academic specialists • Community agencies
  9. 9. Issue of sampling •Definition Sampling involved asking a portion of the potential population instead of the total population and seeks to create a sample that is representative of the total population.
  10. 10. factors which might influence the approach to sampling the homogeneity of the population in terms of the kinds of skills, attitudes, or knowledge being sought or the need to study subgroups within the sample—for example, based on sex, language group, or other factors.
  11. 11. What kind of information should be gathered? DISCREPANCY Discrepancies between the desired performance and actual performance DEMOCRATIC Changes desired by a majority of those involved ANALYTIC What students need to move on a development sequence DIAGNOSTIC Weaknesses or lacks in learners’ competence according to specific contexts or situations BROWN (1995)
  12. 12. WHICH POINTS OF VIEW SHOULD BE TAKEN? Three basic dichotomies that can help narrow the choices of what investigate in a need analysis Situation needs Versus Language need Linguistic content versus Learning processes Objective needs Versus Subjective needs
  13. 13. PROBLEMS PRIORITIES ABILITIES ATTITUDES SOLUTION TYPES OF QUESTIONS Rossett (1982) identified five categories of questions: