Professional Documents
Culture Documents
Class : 2A
Subject : Curriculum Material Development
Introduction
Historically, needs analysis was introduced into language teaching through the ESP
movement among 1960s to 1970s. Even though, this needs analysis was not advocated only
for ESP, but also for second/foreign language students in general. In fact, needs analysis have
been conducted informally for years by teachers who wanted to assess what language points
their students needed to learn. Indeed, the various activities usually called “approaches” are
different expressions of this desire to figure out what students need to learn. Information
sources for such informal needs analysis might include scores on an overall language
proficiency test, facts gathered from a background questionnaire that asks where and for how
long students have had previous language training, or impressions gleaned from teacher and
students interviews about the students’ cognitive and linguistic abilities (Iwai et al, 1999).
Further, for Johns (1991), the needs analysis is the first step in course design and it provides
validity and relevancy for all subsequent course design activities. This information should
include the desired outcomes or expectations of a high quality program, the role of
assessment, the current status of student achievement and actual program content. The
information should also consider the concerns and attitudes of teachers, administrators,
parents and also the learners. While the data should include samples of assessments, lessons
from teachers, assignments, scores on state standardized tests, textbooks currently used,
student perception and feedback from parents.
Richards (2002, p.52) on his discussion toward needs analysis says that the first step in
conducting a needs analysis is to decide exactly what its purpose or purposes are. Basically,
needs analysis in language teaching may be used for a number of different purposes, such as:
• To find out what language skills a learner needs in order to perform a particular role, such
as sales manager, tour guide, or university student
• 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 gap between what students are able to do and what they needs to be able to do
Khan (2007, p. 46) on his dissertation explains that needs analysis conducted for the
purpose of evaluating learners’ and teachers’ attitudes, opinions and beliefs towards a
proposed or intended change or innovation should have the following frame work (adopted
from Dudley-Evans & ST.John, 1998, p.125):
• Information about the learners related to their purpose of pursuing a learning program. Their
attitude to learning English language, their previous learning experiences, cultural
background should also form a part of this information gathering process. This information
can be gathered through various sources including institutional and through the learners
themselves
• Present situational analysis which may provide information about the effectiveness of the
prevailing program
• Information regarding the importance of particular skills for the learners and their
preferences for their learning those skills
Further, due to the purposes of needs analysis, Gagne (1979) as elucidated by Miller
and Seller (1985, pp.205-206) also put the first priority to the needs analysis as one of the 12
steps in design instruction that based on “logical, systematic thinking” and “empirical test and
fact finding”. According to Gagne, perceived needs usually fall into three types: a need to
conduct instruction more effectively and efficiently for some course which is already a part of
curriculum; a need to revitalize both the content and the method for some existing course; or
a need to develop a new course”.
Therefore, Richards adds that the times to conduct a needs analysis are prior to,
during or after a language program. Further, Case on his article toward Business and ESP
Needs Analysis says that there are two times needs analysis can be done which are before
class and during the first class. Needs analysis before class can be done by giving the students
a form to fill in or by asking them questions in the level test and making notes to be passed
onto the future teacher. While the process during the class will depend on the situation, as
follow:
• In one-to-one classes, the teacher can simply ask them the questions and write down
the answers. For this, a reminder list of possible questions and a form to write the
answers down on are useful.
• In group classes, they can ask each other questions about themselves and the
language, or they can negotiate priorities or even the syllabus together.
• To ask each other the questions, the teacher will need to give them some help by
brainstorming some categories of questions, such as the question words brainstorm
above. They will then need a format to write them down on. Negotiating a syllabus
can be done by giving them a list of things to prioritize by importance/usefulness, and
then ask them to agree together on those priorities in ever larger groups
A needs analysis may be conducted for a variety of different users. For example, in
conducting a needs analysis to help revise the secondary English curriculum in a country, the
end users include curriculum officers in the ministry education, who may wish to use the
information to evaluate the adequacy of existing syllabus, curriculum, and materials; teachers
who will teach from the new curriculum; learners, who will be taught from the curriculum;
writers, who are preparing new textbooks; testing personnel, who are involved in developing
end-of-school assessment; and staff of tertiary institutions, who are interested in knowing
what the expected level will be of students existing the schools and what problems they face
(Richards, 2002, p. 56).
Further, needs analysis can have a political dimension. It can be used to support a
particular agenda, for example by giving priority to one group to the exclusion of others
within a population or in order to justify a decision that has already been made on economic
or other grounds. Hence, there are different stakeholders where needs analysis is being
undertaken. Stakeholders are those who have a particular interest or involvement in the issue
or programs that are being examined, and it is important to try to get a sense of what their
different agendas are. Connelly and Clandinin (1988, p.124) as quoted by Richards identify
stakeholder as “a person or group of person with a right to comment on, and have input into,
the curriculum process offered in schools.” That is why different stakeholders will want
different things from the curriculum.
According to Richards, the target population in a needs analysis refers to the people
about whom information will be collected. For example in conducting a needs analysis to
determine the focus of an English program in public secondary school in an EFL context,
then 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, and community agencies. Basically,
sampling is an important issue in determining the target population. Sampling involves
asking a portion of the potential population instead of the population and seeks to create
sample that is representative of the total population. For example, in conducting a needs
analysis of studying foreign languages at a New Zealand university (Richards and Gravatt,
1998) toward students’ motivation for selecting a language course, dropping a language
course, or choosing not to take a language course, then the sample that might be taken from
the whole population of New Zealand university students are: 1) students currently enrolled
in a foreign language course, 2) students previously enrolled but no longer studying a
language, 3) students who have never studied a foreign language. Actually, there are some
factors influenced in determining the approach of sampling, such as the homogeneity of the
population in terms of kinds of skills, attitudes, or knowledge being sought or the need to
study subgroups within the sample (based on sex, language groups, or other factors).
Planning a needs analysis involves deciding who will administer the needs analysis
and collect and analyze the results. Needs analysis will be vary in their scope and demands,
from a survey of a whole school population in a county to a study of a group of thirty learners
in a single institution. Thus, the administrators on a needs analysis of the language needs of
non-English-background students studying at a New Zealand University might involved the
researcher team made up of two academics and a research assistant; colleagues in different
departments who discussed the project and reviewed sample questionnaires; students who
piloted the questionnaire; academic staff of the university who administered some of the
questionnaires; ad secretarial support involved in preparing questionnaires and tabulating
data.
F. 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
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. The example of the interview form
is provided below which is taken from needs analysis of business section in
(http://www.onestopenglish.com/section.asp?catid=58016&docid=144570).
Due to these questions, Hutchinson and Waters (1987) as quoted by Songhori (2007) suggest
a 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
• Observation
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
The differences between the GELNA and the previous needs analysis instruments is that
GELNA clearly stated the avowed goals of the language programs and the items are designed
to specifically tap into theoretical constructs by embedding the phrase “need to” in the
wording. Takaaki says that by stating “need to”, the GELNA attempt to avoid some of the
ambiguity of earlier needs analysis instrument.
Designing a needs analysis involves choosing from among various procedures above
and selecting those that are likely to give a comprehensive view of learners’ needs and that
represent the interests of the different stakeholders involved. Decision on choosing particular
procedures should consider some factors such as collecting, organizing, analyzing and
reporting the information collected. It is important to make sure that needs analysis does not
produce information overloaded. Therefore the reason for collecting should be stated clearly
to ensure that only information that will actually be used is collected. The step by step
procedures can be followed in investigating the learners’ needs are:
1. literature survey
2. analysis of a wide range of survey questionnaires
3. contact with others who had conducted similar surveys
4. interviews with teachers to determine goals
5. identification of participating departments
6. presentation of project proposal to participating departments and identification of liaison
person in each department
7. development of a pilot student and staff questionnaire
8. review of the questionnaires by colleagues
9. piloting of the questionnaires
10. selection of staff and students subjects
11. developing a schedule for collecting data
12. administration of questionnaires
13. follow-up interviews with selected participants
14. tabulation of responses
15. analysis of responses
16. writing up of report and recommendations
Those sixteen procedures above are appropriate or commonly used for larger-scale
needs analysis. While for smaller-scale needs analysis such as that of a teacher or group of
teacher assessing the needs of new groups of students in a language program, the procedures
might consist of:
1. initial questionnaire
2. follow-up individual and groups interview
3. meetings with students
4. meetings with other teachers
5. ongoing classroom observation
6. tests
The data obtained from data collection process usually summarized in the form of
ranked lists of different kinds. Therefore, more analysis and research would be needed to
further understanding what is implied by each answer, before the information obtained could
be used in course planning. It is so important since there is no direct application of the
information obtained from needs analysis. In fact, there might be a number of different points
of view emerged as to what should be changed, for example:
Learners’ view : more support for learning needed and reduction of the amount of material
they had to study
Academic’s view : better preparation for tertiary studies needed in terms of reading and
writing skills
Employers’ view : better preparation for employment required in terms of basic
communication skills
Teachers’ view : better grasp of grammar needed by learners
From the case above, it is also important to remember that because needs are not
objective facts but subjective, then the interpretation of information from a larger variety of
sources, a great deal of consultation is needed with the various stakeholders to ensure that the
conclusions drawn from a needs analysis are appropriate and relevant. Finally, the findings
should be reported by using various formats in forms of a full written document, a short
summary document, a meeting, a group discussion, or a newsletter.
III. Conclusion
This discussion indicates that needs analysis has a vital role in the process of
designing and carrying out any language course and considered as a crucial component of
systematic curriculum development. However, learners as the main sources in needs analysis
often find difficult to define what language needs they have. Therefore, as the teacher or even
institution should be aware of their impetus on successful teaching by conducting this needs
analysis through some procedures. At least there are some advantages might be obtained by
conducting needs analysis, such as:
V. Bibliography