CURRICULUM AND MATERIAL DEVELOPMENT

CURRICULUM and MATERIAL DEVELOPMENT on ELT

NEEDS ANALYSIS

Created by

Ni Gusti Agung Ayu Ratniti      ( A 121 12 003 )

Nita Posepi                                  ( A 121 12 018 )

Ni Wayan Dewi Ratni                  ( A 121  12 019 )

Ni Ketut Putri Darmayanti ( A 121 12 033 )

Erna Wati                         ( A 121 12 037 )

                 Faculty Of  Teacher  Training and Education

        English  Education  Study  Program

           Tadulako  University

              2014

PREFACE

We as an author say praise to the God who gives us the time and place to make this report and we can finish it at the time. This report is the effort by the authors of group 3 who discuss about “Needs Analysis”. This report has covered most of it which the important subject of curriculum and material development and it is very difficult to understand by most of the people who are beginning to study English. Because of it we as an author try to write this report with simple language, so the reader will be understood after reading or learn this report. Although this subject usually is used by the most of students or lectures to develop the curriculum in teaching language, but they usually do not understand and still confused, so we need the point and learn daily to use it.

This report has made as symbolize of the subject of Curriculum and Material Development. This report is stacked by some sources and references. And made this report we know maybe there are some mistakes, so we as an author will praise about all of complacencies and  strictures from the reader of this report, so we as a author can make the better in the future at make a report.

This report can use to study and as a material to discussion, we think this report is made to help the student learn about it, because it is very easy to understand every word in this report. So we also do not forget to say thanks to the every individual who help us to make this.  And we as an author hope this book will give further information about it, and we hope the reader will understand about the topic after they have read it, like how to use it in right situation.

           

                                                                                    Palu, October 2014

                                                                                                                                                                                                                        Authors Team

                                    TABLE OF CONTENT       

PREFACE                    ..................................................................................      i     

TABLE OF CONTENT ................................................................................      ii    

CHAPTER    I         INTRODUCTION

1.1     Background .....................................................................      1

1.2     Formula of  The Problem .................................................      2    

1.3     Constraint of  The Problem................................................... 2    

1.4     Purpose of  The Report ...................................................      2    

1.5     Benefit of  The Report ....................................................      3    

CHAPTER    II      CONTENT

2.1 Definition of Needs Analysis............................................      4

2.2  Purposes of Needs Analysis..............................................      5    

                      2.3 What are Needs?................................................................      6

                      2.4 The Users of Needs Analysis…………………………….      7

          2.5  The Target Population…………………………………...      8

2.6  Administering The needs Analysis....................................       9

2.7  Procedure for Conducting Needs Analysis.......................       9

                      2.8 Designing the Needs Analysis..........................................       10

         2.9  Making Use of the Information Obtained.........................      10

                     2.10

                     2.11       

CHAPTER    III      CLOSING

3.1 Conclusion.........................................................................      15

3.2 Suggestion……………………………………………….       16

REFERENCES

     

                                     

CHAPTER I

INTRODUCTION

1.1        Background of Problem

 Testing is an important part of every teaching and learning.  Every teacher or lecture ever give his or her student a test. Test is used to know the ability of the student. Make vocabulary test must consider some aspects like how to choose the word, what kind of test we will make, so that the student will  be understood. There are some important ways that testing can constribute to this aim.

We who teach English as a Forign Language are generally expected to be accoutable for the result of our instruction. Our test can help us answer the important question, “Have I been effective in my teaching?”Test can provide insights into ways that we can improve the evaluation process itself. Test can benefit for the students, teachers, and even administrators by confirming progress that has been made and showing how we can best redirect our future efforts. Good test can sustain or enhance class morale and aid learning.

            Vocabulary test is one of the kind of tests, that is given by the teacher or lecture as a material for post test or pre test for the student. In vocabulary test the teacher must choice or sorting well the word. This process in difficult because we must choose the best word or vocabulary that is understood  by the student, because of it we must know many vocabulary. You can make the test in multiple choice completion, essay, simple completion, or another else. At the moment to arrange the test of vocabulary sometimes we find the difficult way to make and mastery it so that the student can understand well with our mean.

                        This report is made to explain about it, so if you still confused about a subject they can read it. We as an author hope this report can help them to solve the problem about the subject will be explained in this report. We think they will understand, because we use simple languages of this report.

1.2        The Formula of Problem

 Based on the background, in made this report we as the authors can conclude the problem: How to make and mastery vocabulary test for the student  as a teacher or lecture?

1.3        Constraint of  Problem

                  In this report, the problem which we will discuss just about the our topic   Vocabulary Test in English Language Testing. Therefore our working trough are : what is the vocabulary test, how to choice vocabulary in the test, how to make vocabulary test, and how to mastery vocabulary test as a teacher.

1.4        Purpose

 This report is made as a symbolize an assigment of Introduction to Language Testing subject.  Beside that the purpose of this report to as  a subject to study and discussion for us to know well about Vocabulary Test in  Introduction to Language Testing, such as :

1. To explaine about what is vocabulary test .

2. To explaine about how mastery the vocabulary test.

3. To explain how to choose vocabulary in test.

1.5       Benefit

  The benefit of English Language Testing report which has theme “Vocabulary Test”, the benefit can conclude by two part the first is the benefit for the aothors team and the second is the benefit for the reader, both of the benefit are:

A.    The Benefit for The Authors Team

1.      The authors can have experiences to make a report.

2.      The knowledge about this topic wich we will discuss will be added.

B.     The Benefit for The Readers

              1.  The readers can know about vocabulary test.

              2.  The readers can know about how to choose vocabulary .

             3. The readers can know how to mastery vocabulary test.

CHAPTER II

CONTENT

2.1  Definition 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. Every procedure use to collect information about learners’ needs are known as needs analysis ( Jack C. Richard 2001, 51).

Needs analysis is very important into develop the curriculum and material. The curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students' learning style, personal timetable and programme of work. Curriculum mapping can help both staff and students by displaying these key elements of the curriculum, and the relationships between them. Students can identify what, when, where and how they can learn.

As we know every subject or course need an analysis with the different variation. When making a curriculum to develop the material that we  are teaching we needs high concentration to do it, because kind of people are different to understand our curriculum, one of people  can easy to understand it but some people maybe can do it. In make curriculum that we will use to teach our students, like how to make our student understand about the material, how to make the material is interesting for student,  how to make the student feel haapy to study the material we teach and so on, all of  it needs high analysis to make the material is good for the student.

2.2  The Purposes of Needs Analysis

     Needs analysis in language teaching  is used for different purposes.  May be some people use to develop the material for students in school, hotel, and business like restaurant, tour guide, and so on. Every people has some views to use it, so the purposes of it will be different. Some purposes of  needs analysis in the school are

a)      To find out what language skills are learner needs in other to perform their self.

b)      To help determine the  potential of student .

c)      To collect information about a particular problem learners are experiencing.

d)     To identify a gep between what students are able to do and what they needs to be able to do.

e)      To identify a change of direction that people in reference group feel is important.

f)       To determine which student from a group are most in need of training in particular language skills.

In many cases, needs are imediately important in language teaching. Learners are not consulted as to whether they perceive a need for a such knowledge. Their need have been decided for them by those concerned with their long term welfare (Jack C.Richard 2001,53).

 Like develope  material  to use English language or introduce it for the students, it is need an analysis. Although the student had goten to study it from their family, friend, or hear the language from  television, but it is the function of the needs analysis to develop the material in Language Teaching to make the students feel happy to study the language like teory of Math, Phisics, Chemistry, or their native languange.

2.3   What are Needs ?

             Needs are often described in term of a linguistic deficiency that is the difference  between what a learner can presently do in a language and what he or she should be able to do (Jack C. Richard 2001, 55). Every people has different views about their needs. For example, when making a curriculum to develop the material in teaching English language, we need an analysis.

The big question is what we are needed to develop it? We not only needs arrange the curriculum, but also we must have the observation such as identifying the ability of students, think about what we must explaine for students, and how to explaine the material. All of its aspects we can call  needs to develop the curriculum. Needs is not a thing that exixst and might be ecountered ready- made on the street. It is a thing that is constructed, the center of conceptual networks and the product of number of epistemological choice (which are not innoncent themselves, of course) (  Jack C. Richard 2001,55).

2.4     The Users of Needs Analysis

      A needs analysis has a different users in every target area. The users of needs analysis in schools are different with in company (Jack C. Richard, 2001 67-69). For example: in conducting a needs analysis to help revise the secondary school English curriculum in country, the end users include:

1.      Curriculum officers in the ministry of education, who may wish to use the information to evaluate the adequacy of existing syllabus, curriculum, and material.

2.      Teachers who will teach from the new curriculum.

3.      Learners, who will be taught the curriculum.

4.      Writers, who are preparing new textbook.

5.      Testing personnel, who are involved in developing end of school assessment.

6.      Staff of tertiary institutions, who are interested in knowing what the expected level will be of student exiting the school and what problems they face.

             In any situation where needs analysis is being undertaken, there are thus different stakeholders, that is, those who have a particular interest or involvement in the issues or programs that are being examined, and it is important to try to get a sense of what their different agendas are. A stakeholder as “a person or group of person with a right to comment on, and have input into, the curriculum process offered in school.” Different stakeholders will want different thing from the curriculum.

2.5  The Target Population

      The people whom the information will be collected are called the target population. Like the users of needs analysis, the target population of needs analysis in every field is different. With the differences in every person, the users of a needs analysis finally can conclude what will they made or decide about the curriculum (Jack C. Richard, 2001 69). For example, in conducting a needs analysis to determine the focus of an English program in public secondary school in an EFL context, the target population might include:

·         Policy makers

·         Ministry of education official

·         Teachers

·         Students

·         Academics

·         Employers

·         Vacational training specialists

·         Parents

·         Influential individuals and pressure groups

·         Academic specialists

·         Community agencies

  Subcategories of respondent have different perspective on needs in every target group. (Jack C. Richard, 2001 70) In determining the target population, an important issue is that of sampling. In some cases, the population is small enough for every learner to be included in the sample. Sampling involves 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.

    To make certain about what approach sampling best suits the purpose of the study and the sources of information available, specialized advice is needed in where the target population is large. (Jack C. Richard 2001 70) A number of factors influence the approach to sampling, such as the homogenity of the population in term of the kinds of skills, attitudes, or knowledge being sought or the need to study subgroup within the sample – for example, based on sex, language group, or other factors.           

2.6   Administering The needs Analysis

1.      Planning a need analysis involves deciding who will administer the need analysis and collect and analyze the result. Every needs analysis has a different scope and demands. Sometimes, a team of personnel is assembled  specifically for  the purpose of doing analysis.

2.      For example. In a needs analysis of the language needs of non-english-background students studying in New Zealand University.

3.      In some language program, informal need analysis is a part of teacher’s ongoing responbilities.

4.      According to Shaw and Dowsett (1986)describe  this approach in the Australia Adult Migran Education Program; informal needs assesments is normaly the main task of the classroom teacher during week one of the course...it is necessary component of  information retrieval on students learning needs and should be recorded.

2.7  Procedure for Conducting Needs Analysis

A variety of procedures can be used in conducting needs analysis  and the kind of       information obtained  is often dependent on the type of procedure selected. Procedure for collecting information during a need analysis can be selected from among the following;

1.      Questionnaires

2.      Self-rating

3.      Meeting

4.      Observation

5.      Sollecting learner language samples

6.      Task analysis

7.      Case studies

2.8  Designing the Needs Analysis

Designing the needs analysis involve choosing from among the various option  about need analysis and selecting which are likely to give  a comprehensive view of learners’ need. Decision; have to be made based on the practical procedures involved I collecting, organizing, analyzing, and reporting the collected information. In designing the need analysis it is important to do not use overload information.

            In small scale needs analysis such as that of a teacher or a group of teachers assessing the needs of a new group of students in a language program, needs analysis procedures may consist of:

1.      Initial questionnaire

2.      Follow –up individual and group interviews

3.      Meetings with students

4.      Meetings with other teacher

5.      Ongoing classroom observation

6.      Test.

2.9 Making Use of the Information Obtained

The result of a needs analysis will generally consist of information taken from several different    sources and summarized in the form of ranked list of different kinds. However, such a listing provides little useful information about the precise type of problem the learners experience in relation to each event. Even if more detailed information had been provided, the result would still be impressionistic. The point is that there is no direct application of the information obtained from needs analysis. Although the information gathered is useful, it still has to be subjected to a great deal of interpretation before it can be usefully applied in program planning. The process of analysis involves effort that are thoughtful, investigatory, systematic, and carefully recorded so they can be replicated and reviewed. The primary goal of analysis is to bring meaning to the obtain information and to do so in the context some philosophy, relevant perspective, and value position that may be a conflict.  Thus, for example, in a need analysis as a part of curriculum renewal in a state education system, different point of view emerged as to what should be changed:

1.      Learners’ view ; more support for learning needed and reduction of the amount of material they had to study

2.      Academics’ view ; better preparation for tertiary studies needed in term of reading and writing skills

3.      Employer’s view; better preparation for employment requred in term of basic communication skills

4.      Teachers’ view; better grasp of grammar needed by learner.

Where the several audiences for he needed analysis for example; teacher, administrator, a funding body, etc. The format for reporting the findings may also vary for example, it might include;

1.      A full written document

2.       A short summary document

3.      A meeting

4.      A group discussion

5.      A newsletter

Needs analysis thus produces information that can be used in different ways, for examples;

1.      It may provided the basis for the evaluation of an existing program or a component a program

2.      It may provided the basis for planning goals and objective s for a future program

3.      It may assist with developing test  and other assessment procedures

4.      It can help with the selection of appropriate teaching method in a program

5.      It may provide  the basis developing syllabus  and teaching materials for a course

6.      It may provide information that can be used as a part of a course or program report to an external body of an organization.

2.9   

CHAPTER III

CLOSING

3.1  Conclusion

            According the material that we have discuss in our report we can conclude that:

One of the basic assumptions of curriculum development is that a sound educational program should be based  on an analysis of learners’ needs. Every procedure use to collect information about learners’ needs are known as needs analysis.

3.2    Suggestion

Vocabulary test in English Language Testing is difficult subject for the beginner. But if you study hard such as practice to make it as well as you can, you will do the best for your study, like practice to make it for yourself and ask yor friends to give their view , because you as a teacher in the future will give a test for your students. We as the authors believe you can do that, if you still confused about the topic after reading it you can also find some references to make you fell easy to study about it. You as a student can decide your choice to make your fell comfortable to study, because it is for you future, so you must more often to practice yourself to study.

REFERENCES

Madsen, Harold S. Techniques in Testing . 1983. Oxford University Press.

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