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NEED ANALYSIS,GOAL AND OBJECTIVE,MATERIALS

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Judul : NEED ANALYSIS,GOAL AND OBJECTIVE,MATERIALS
link : NEED ANALYSIS,GOAL AND OBJECTIVE,MATERIALS

NEED ANALYSIS,GOAL AND OBJECTIVE,MATERIALS

This Paper Organized To Fulfill One of the Tasks on 
Curriculum Development

INTRODUCTION

A.     Background

     Historically, need analysis introduced into instruction of language through movement of ESP between 1960 till 1970. Although, this matter of need analysis do not suggested only for ESP, but also for the student of foreign language in general. Even, need analysis have been conducted informally for years by all teacher which wish to assess what language that the student  need to learn. It is true, various activity which usually referred as "approach" is different expression of students' desire to look for  what the student need to learn.

Longstreet (1993:166) “the curriculum represents our joint decisions about how we should prepare our children not only for their own possible futures but also for the maximum benefit to society”. Development of curriculum differentiate among some term, among result of education, that is: Target of ( goals): purpose Education is to give long-range direction to student. A target can assist and guide in its attainment, but do not fully can reach. Target (objective): Target differ from target, in meaning they can reach it. But quite a few which do not reach because target is group orient.

 Materials development is both a field of study and practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials’ (Tomlinson 2001: 66).

DISCUSSION OF NEED ANALYSIS

A.     The Objective of Need Analysis

                        The term ‘need’ is not straight forward as it might appear, and hence the            term is sometime use to refer to wants desire, demands, expectation, motivation,            lacks,   constrains, and requirements (Brindley 1984, 28). Need are often describe            in term of a linguistic deficiency, that is, describing the different between what a learner can presently do in a language and what he or she should be able to do. This            suggest that need objective reality and are simply they are waiting to be identified   and analyzed. Porccher (1977, inbrinley, 1984, 29). Often do different perspective:            need is not a thing that exist and make the encountered ready-made on the street. It      is a thing that constructed center conceptual network and the product of a number            of  epistemology cal choises (which are not innocent themselves, of course).”

                        Need often describe in term of language needs, that is, as a language needed      to survive in an English dominant society.[1]

B.     The Users of Need Analysis

      The need analysis can do for several of different users. For example, when do need analysis to help revise secondary English curriculum in the country, the last user includes:

1. Curriculum official at service education that possible want to use that information to evaluate syllabus, curriculum, and the material.
2. The teacher who will teach from the new curriculum,

3.        The student who will be taught from curriculum,

4. The writer who is preparing the new learning book,
5. Testing personnel, who are involved in developing end-of-school assessments
6. Staff of tertiary institutions, who are interested in knowing what the expected level will be of the students existing the schools and what problem they face.

C.     The Target Population

                        Target population in a need analysis refers to the people about whom     information will be collected. In language program these will be language learners           and potential language learners. For example in conducting the a need analysis to            determine  the focus of an English program in public secondary school in an EFL            context, the target population might be:

1.      Ministry of education official

2.      Teachers

3.      Students

4.      Academics

5.      Employers

6.      Vocational training specialist

7.      Parents

8.      Influential individual and pressure groups

9.      Academic specialist

10.  Community agencie

D.    The Procedure for Conducting Need Analysis

                        Procedure for collecting information during a need analysis can be selected        from among the following:

1.       Questionnaire

The advantage from the Questionnaire are:

a)      One the most common instrument used

b)      They are relatively easy to prepare

c)      They can be use with the large number of subjects

d)      They obtain information that is relatively easy to tabulate and analyze

e)      They can also be used to elicit information about many different kinds of issues such as language used, communication difficulties, preferred learning styles, preferred classroom activities, attitudes, and beliefs.

            The disadvantages of questionnaire are:

a)      Sometimes the information obtained may be not appropriate and will need a follow up to gain more understanding of what respondents intends

b)      It must become familiar with the principle of a good questionnaire to ensure that the information obtained is reliable

c)      We must piloting the questionnaire to indentify ambiguities and other problems before the questionnaire is administrated.

2.       Self-Rating

                        These consist of scale that the students or others use to rate their knowledge      and abilities. It might be include as part of a questionnaire.

                        The disadvantage from these instruments is that it provides only impressionistic and the information that is not very precise.

3.       Interviews

                        Interview allow for more information than is possible with a questionnaire.          Though it only possible for a small group. It 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 issues can be focused on the questionnaire. It can be conducted            face to face or in a telephone.

4.      Meetings

            A meeting allows collecting a large number of information in a fairly short time. Information obtained in this way might be impressionistic and subjective and reflect the ideas of more outspoken members of group.

5.       Observation

In addition observation is a specialized skill. Knowing how         to observe, what to look for, And how to make use of the information obtained generally required specialized training.

6.       Collecting Learner Language Samples

                        Language sample might be collected through the following means:

a)      Written or oral task

b)      Simulation of role plays: students are given simulation to carry out and their performance is observed or recorded

c)      Achievement test: students are tested for their abilities in different domains of language use

d)      Performance test: students are tested on job related or task related behavior, such as “how well job interview can be carried out in english”

7.       Task Analysis

                        This refers to analysis of the kinds of task the learners have to carry out in          English in a future occupational or educational setting and assessment of the           linguistic characteristics and demand of the task.

8.       Case Studies

                        With the case study a single student or a selected group of a student’s is            followed through a relevant work or educational experience in order to determine    the characteristic of   that situation. Although it is generally not possible to        generalize from a case study, it provides a very rich source of information that may         complement information obtained from other sources.

                        In any situation where the need analysis is needed, a large amount of      relevant information is generally available in various sources. These include:

a)      Books

b)      Journal articles

c)      Reports and surveys

DISCUSSION OF GOAL AND OBJECTIVES

1.      Definition goals and objectives

Goals are high level statments that provide overall contexs for what the project is trying to achieve, and should align to bussines goal.

1. Principles of curriculum developing Materials

Curriculum development based on the following principles:

1.      Principle goal-oriented

Curriculum development aimed at achieving certain goals, which starts from the national education goals. Curriculum objectives are the elaboration and efforts to achieve the objectives of certain units and levels of education.

2.      Principle of relevance

Development of curriculum which includes objectives, content and delivery systems should be relevant to the needs and circumstances of society, the development of science and technology.

3.      Principles of efficiency and effectiveness

Curriculum development should consider in terms of efficient utilization of funds, time, energy and resources available in order to achieve optimal results.

4.      Principle of flexibility

A flexible curriculum easily adapted, modified, supplemented or reduced based on the demands and the state of ecosystems and local capabilities, so it is not static or rigid.

5.      Principle sustainable

Curriculum that is continuously drawn parts, aspects, materials, and study materials arranged in sequence, not freely, but with each other to have a meaningful functional relationship, according to education level, in units of the structure and level of developmental education students.

6.      Principle of integration

Curriculum designed and implemented based on the principles of integration. Integrated planning starts from the problem or topic and the consistency between its elements.

7.      Principles of quality

Quality education means learning the implementation of a quality, medium quality results-oriented education to quality education.[2]

2. Type of Teaching Materials

1.      Overt, explicit, or written curriculum

The overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

2.      Societal curriculum

    As defined by Cortes (1981). Cortes defines this curriculum as: ... [the] massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches organizations, occupations, mass, media and other socializing forces that "educate" all of us throughout our lives.

3.      The hidden or covert curriculum

Longstreet and Shane (1993) offer a commonly accepted definition for this term.

. . . The "hidden curriculum," which refers to the kinds of learning’s children derives from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators.... "

4.      The null curriculum

    That which we do not teach, thus is giving students the message that these elements are not important in their educational experiences or in our society.

5.       Phantom curriculum

    The messages prevalent in and through exposure to any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.

6.      Concomitant curriculum

    What is taught, or emphasized at home, or those experiences that are part of a family's experiences, or related experiences sanctioned by the family. Rhetorical curriculum

7.      Curriculum-in-use

    The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those "formal" elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.

8.      Received curriculum

    Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered.

9.       The internal curriculum

    Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student.

10.   The electronic curriculum

    Those lessons learned through searching the Internet for information, or through using e-forms of communication. (Wilson, 2004)[3]

CONCLUSION

A.     Need Analysis

As the teacher or even institution should be aware of their impetus on successful teaching by conducting this needs analysis through some procedures.such as:

1.      Questionnaire

2.      Self-Rating

3.      Interviews

4.      Meetings

5.      Observation

6.      Collecting Learner Language Samples

7.      Task Analysis

8.      Case Studies

B.Goals And Objectives

Goals  are long-term aims that you want to accomplish. Goals is Target of education to reach according to level and type go to school or each education institute.

Objectives has the word ‘object’ in it. Objects are concrete. They are something that you can hold in your hand.

The Differences between Goals and Objectives

Here is an easy way to remember how they differ:

Goals  has the word ‘go’ in it. Your goals should go forward in a specific direction

Objectives has the word ‘object’ in it. Objects are concrete. They are something that you can hold in your hand.

C.MATERIALS

Principles of curriculum developing Materials

Curriculum development based on the following principles:

1.         Principle goal-oriented

2.         Principle of relevance

3.         Principles of efficiency and effectiveness

4.         Principle of flexibility

5.         Principle sustainable

6.         Principle of integration

7.      Principles of quality

3. Type of Teaching Materials

1.Overt, explicit, or written curriculum

2.Societal curriculum

3. The hidden or covert curriculum

4.The null curriculum

5.Phantom curriculum

6.Concomitant curriculum

7.Curriculum-in-use

8.Received curriculum

9.The internal curriculum

10.The electronic curriculum

   

Oleh:

1.Masnuahtul Khoiroh

2.Yeni Rahmawaty

3.Laili rahmawati

4.Fitriana Ratna Puri

5.Ahmad shofiyulloh

Lecturer:
Pryla RahmawatiM. Pd.

Jack C Richard. Curriculum Developement In Language Teaching. Cambridge University, page: 55

Oemar Hamalik, Kurikulum dan Pembelajaran, (Jakarta: Bumi Aksarsa, 1995)hal 30-32

http://www.wiziq.com/tutorial/6723-Curriculum-types

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            [1] Jack C Richard. Curriculum Developement In Language Teaching. Cambridge University, page: 55

[2] Oemar Hamalik, Kurikulum dan Pembelajaran, (Jakarta: Bumi Aksarsa, 1995)hal 30-32

[3]  http://www.wiziq.com/tutorial/6723-Curriculum-types

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