i made sujana esp competency3 conducting needs analysis

COMPETENCY #3:
CONDUCTING NEEDS ANALYSIS
 Indicator 1: Explain the concepts of NA

 Indicator 2: Elaborate the meaning of needs

 Indicator 3: Explain the relationship among needs
(necessities, lacks, and wants
 Indicator 4: Explain the procedures of doing NA

 Indicator 5: Conduct NA for particular workplace
ESP - I Made Sujana - the University of Mataram

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DEFINITIONS OF NEEDS ANALYSIS
 A set of procedures for specifying the
parameters of a course

The parameters include:

 The criteria and rationale for grouping learners.
 The selection and sequencing course

materials/contents, methodology, course length,
intensity and duration (Nunan, 1990)

ESP - I Made Sujana - the University of Mataram

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DEFINITION 2
 NA as a systematic and on-going process of
gathering information about learners’ needs
and preferences, interpreting the

information, and making course decisions

based on learners’ needs (Graves, 2000)

ESP - I Made Sujana - the University of Mataram

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PURPOSE OF NEEDS ANALYSIS
 Provide a means of obtaining wider input of
content, design, and implementation of a
language program.
 Can be used in developing objectives and
content.

 Provide data for reviewing and evaluating an

existing program.

ESP - I Made Sujana - the University of Mataram

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THE MEANING OF NEEDS
 a. Necessities
 The demands of the target situation i.e. what the
learner has to know in order to function effectively
in the target situation.
 b. Lacks
 What has the learner already known?
 Which of the necessities do the learners lack?
 c. Wants
 What would learners like to gain from the
language course (personal aims/needs)?
(Hutchinson & Waters 1993)

ESP - I Made Sujana - the University of Mataram

4/11/2017

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An ESP …

(cont.)

Accommodating one’s needs
and interests will make the
teaching meaningful,
motivating, and enjoyable

ESP - I Made Sujana - the University of Mataram

4/11/2017

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Designing ELT = Planning Travelling

Starting Point/
Present Situation/
Lacks

Route/
Learning Needs/
Gap

Destination/
Target Needs
Necessities

Materials & Strategies/
GAP

The design of language teaching starts from finding the
destination (where the language will be used) before the
designing of teaching and learning strategies . The materials
of the course will depend on learners’ lacks (starting point).

ESP - I Made Sujana - the University of Mataram

4/11/2017

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Needs Analysis

(Dudley-Evans & St. Jones

(1998))

8

7

1

2

3

NA

6

5

4

ESP - I Made Sujana - the University of Mataram

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Notes
1.
2.
3.

4.
5.
6.
7.
8.

Personal information about learners
Language information about target situation
Learner’s lack
Learners’ need from course wants
Language learning needs
How to communicate in the target situation
Professional information about learners
Environmental situation
ESP - I Made Sujana - the University of Mataram

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Interpretation of Needs
1. Personal Information about learners:

learning experience, culture, reason for
taking courses, expectation, attitude, etc.
(wants, means, subjective needs)
2. Language information about the learners:
current skills and language use (present
situation analysis)

ESP - I Made Sujana - the University of Mataram

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Interpretation… cont.
. Learners’ lack:
the gap between learners’ present ability and

target needs.
. Learners’ wants:
what the learners expect from the course
personally
5. Language learning information:
effective ways of improving learners’ language
skills (learning needs)
ESP - I Made Sujana - the University of Mataram

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Interpretation… cont.
6. Professional communication information:
how language and skills are used in the target
situation (linguistic analysis, discourse
analysis, genre analysis)
7. Professional information about the learners:
tasks and activities learners will be using

English for (target situation analysis and
objective needs).
ESP - I Made Sujana - the University of Mataram

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Interpretation… cont.
8. Information about the environment where
the course will be run (means analysis).

ESP - I Made Sujana - the University of Mataram

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The Main Objectives of Doing NA





To analyze target situation needs (TSA)
What does the expert communicator need to know in
order to function effectively in the target (real)
situation?
To analyze present situation needs (PSA)
What has the learner already known?; What is the gap
between present ability and necessities?
To analyze learning situation needs (LSA)
How does the expert communicator learn the language
items, skills, and strategies in the language classroom?

ESP - I Made Sujana - the University of Mataram

4/11/2017

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Suggested Steps in Doing NA
Identification of Target Group
2. Identification of Duties of Professional Workers
3. Assessment of Communicative Needs
4. Translation of Needs into Competencies
5. Translation of Competencies in Linguistics and
other Specification
6. Determination of Teaching and Learning
Activities to Develop Competences
1.

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Developing a Syllabus from NA
 Establishing Learning Outcomes

 Translating LO into Learning Objectives
 Translating L. Ob. Into Achievement





Indicators
Determining learning materials
Selecting teaching methods
Selecting media and resources
Determining appropriate assessment
ESP - I Made Sujana - the University of Mataram

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Basic Components of a Syllabus
 Where to go?

 How to go there?

 How to know that they arrive/achieve the

goals?

ESP - I Made Sujana - the University of Mataram

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