DESIGN: SPECIFIC STEPS

IN DETAILS
ANITA TRIASTUTI, M.A.
1) DEFINING CONTEXT (ANALYZING
AUDIENCE)
 What is context?
 Why is it important to define

teaching context?
 What factors to be considered

in defining the context?

What is context?
Defining the
Context
What is Context?
If something is seen in
context or if it is put
into context, it is
considered together
with all the factors that
relate to it.”- COBUILD
Advanced Dictionary
“Situation in which In ELT (Graves):
something happens and Situations related to
that helps you to course design in regard
understand it.” - Oxford to students’
Advanced Learner’s
Dictionary LEARNING NEEDS.

Context
Directly related, e.g. information about
students and about curriculum

Indirectly related (does not necessarily

help define students’ language learning
needs)

“Situational needs analysis” (J. D. Brown, 1995):

“pertains to information aboutLEARNING

human aspects
i. e. the physical, social and psychological
NEEDS
contexts in which learning takes place” and is
related to “administrative, financial, logistical,
manpower, pedagogic, religious, cultural,
personal, or other factors that might have an
impact on the program.”
the situation in which a course happens
and is elaborated in the form of
information necessary to be taken into
account in order to define the students’
learning needs, whether it is directly or
indirectly related to those of students’
learning needs.

Context
 Why is it important to
define teaching context?
Defining the
Context
 Nothing to
hang on,
difficult to
make
decisions

Leading to Contextless
unrealistic course Directionle
lesson raises ss
planning problems

No idea in
dealing
with
constraint
s
 Nothing to
hang on,
difficult to
make
decisions

Leading to
unrealistic With Directionle
lesson CONTEXT ss
planning

No idea in
dealing
with
constraint
s
 Your ideas
are guided
by useful
information

Leading to
unrealistic With Directionless
lesson CONTEXT
planning

No idea in
dealing with
constraints
 Your ideas
are guided
by useful
informatio
n

Leading to You can

unrealistic With direct your
lesson CONTEXT ideas into
planning your goal

No idea in
dealing
with
constraint
s
 Your ideas
are guided
by useful
informatio
n

Leading to You can

unrealistic With direct your
lesson CONTEXT ideas into
planning your goal

Constraint
s are
utilized to
focus on
realization
 Your ideas
are guided
by useful
informatio
n

You can
Allow you
With direct your
to stay
realistic CONTEXT ideas into
your goal

Constraint
s are
utilized to
focus on
realization
What factors to be considered
in defining the context?
Defining the
Context
 • Students (how many, age,
gender, culture, purpose,
profession, etc.
People • Other stakeholders (school
administrators, parents,
funders, community)

FACTORS
• Location of school
Physical • Convenience
• Classroom: size, furniture,
setting light, noise
• etc.
 • Type/purpose of course
Nature of • Mandatory
course and • Open enrollment
institution • Prescribed curriculum or not
• Etc.

FACTORS Teaching
• Materials available
• Required texts
resources • Equipment: cassettes, video,
photocopying, etc

• How many hours

• How often class meets
Time • Students’ timeliness
• Etc.
What if we don’t have much
information about the context?
1. Try to find information from others who
have taught in that context.
2. Design the course with a similar group in
mind.
3. Work into your course design process
flexibility (have more than one option).

- Graves p. 19-20
2) NEEDS ANALYSIS
 Why is it important to analyze our students’
needs?
 What kind of English do SMK students need?
 Why do SMK students need to learn English?
 When/ where/ in what situation are SMK

students going to use their English?

EMPLOYING ESP AS A SYSTEM
APPROACH TO ELT COURSE DESIGN FOR
SMK STUDENTS
 The goal of ESP is to enable learners to
function adequately in a target situation, that
is the situation where the learners will use the
language they are learning. Thus, in ESP we
need to specify the learners’ true needs.
 The process in identifying the target

language needs, carrying out a rigorous

analysis of the linguistic features of that and
forming the syllabus of the ESP course is
known as needs analysis.
NEEDS ANALYSIS
Needs analysis Course design Teaching learning

Evaluation Assessment
What do we mean by needs?

Needs in Language-centered approach

Target needs Learning needs

 Target needs is what the learner needs to do
in the target situation, while learning needs is
what the learner needs to do in order to
learn.
 Target needs is concerned with language use,

while learning needs is concerned with how

learners learn to do what they do with
language.
TARGET NEEDS
 Necessities
Necessities is the type of need determined by the
demands of the target situation. It is what the learner
has to know in order to function effectively in the target
situation.
 Lacks
The gap between the existing proficiency and the target
proficiency.
 Wants
Learner’s ideas of the necessities and their lacks on the
target situation which may be different and against from
the others’ perceptions (teacher, course designer, etc)
Ways for Gathering Information about Target Needs

 Questionnaires
 Interviews
 Observation
 Data collection e.g. gathering texts
 Informal consultations with sponsors,

learners and others.

 
LEARNING NEEDS
 what the learner needs to do in
order to learn, what knowledge
and abilities the learners will
require in order to be able to
perform the required degree of
competence in the target
situation.
Target Situation Analysis
vs Learning Needs Analysis
Why is the language needed?
(for study/ work)
How will the language be used? (their attitudes)
(speaking on the phone)
What will the content areas be?
(medicine)
Who will the learner use the
language with?(native/ non
native speakers, customers,
etc)
Where will the language be
used?
(meeting abroad)
Why are the learners taking the
course?
How do the learners learn?
(what methodology will appeal
to them)
What resources are available?
(materials, trained ESP teacher)
Who are the learners?
(age, nationality, subject
knowledge)
Where will the ESP course take
place?
3) Formulating Goals and
Objectives
 What are Goals and Objectives?
GOALS
Goals are a way of putting into words
the main purposes and intended
outcomes of your course.

It is a general statement, but not vague.

GOALS
 Goals state an aim that the course
will explicitly address in some
way.

 Goals are future oriented.

For Example:

Goal: by the end of the course the

students will have become more
aware of their writing in general
and be able to identify the specific
areas in which improvement is
needed.
OBJECTIVES
 Objectives are statements about how the
goals will be achieved.
 The relationship between goals and

objectives is that of cause and effect.

Obj
. Obj GOAL
Obj .
If these objectives Then this goal
.
are achieved will be reached
The Relationship between Goals &
Objectives
Objectives are in a
hierarchical relationship to
goals. Goals are more
general and objectives more
specific.
Cont…
Objectivesmay serve more
than one goal

Goal 1 Goal 2

1 2 3 4 5 6
Formulating goals
 There are two steps:
1. listing all possible goals based on your
particular course, based on your belief,
based on the conceptualization of content,
based on the assessment of students’ needs.
2. the second step is looking for redundancies
and identifying priorities based on your
belief and your content.
KASA
 Knowledge  culture, society, language
 Awareness  self-knowledge, language

works, the uses of others’ language

 Skills  what students do with the language
 Attitudes affective, value based dimension

(self-confident, respect, etc)

Stem’s framework
 Proficiencies : these include what students will
be able to do with the language.
 Cognitive : these goals include explicit
knowledge, information and conceptual learning
about language.
 Affective : these include positive attitude
toward the language and culture as well as to
one’s own learning
 Transfer : these include how learning can be
applied outside the classroom in order to
continue learning.
Freed Gennesse and John Upsusre also propose a
framework:

 Language goals : language skills that learner are

expected to acquire in the classroom.
 Strategic goals : strategies used by learners to
learn language.
 Sosio-affective goals : attitudes and behaviors
changes of the learner as a result of classroom
instruction.
 Philosophical goals: change in values, attitudes
and beliefs of a more general nature.
 Method or progress goals : the activities that the
learners will engage in.