The document discusses conducting a needs analysis for an ELT curriculum. It provides information on the purpose of needs analysis, who should be involved in the process, and what types of information should be gathered. Specifically, it outlines that needs analysis is meant to determine students' language needs, identify strengths and weaknesses, and check if existing courses adequately address needs. It discusses targeting the right groups, sampling techniques, and gathering information on problems, priorities, abilities, attitudes and potential solutions.

1. ELT Curriculum
Group 1
Elwin P. Zebua
Fithra Hidayati
Mellati Mandasari

2. Wants
Necessities
Lacks
Procedures in collection information
about the students' need.
Needs
Needs
Analysis
What the learner has to know in
order the function effectively in
the target situation (Kaewpet,
2009)
Strengths and weaknesses
What the learners view/wish

3. Purpose
To find out what language skill a learner needs
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 change of direction that people in a reference
group feel is important
To identify a gap between what students are able to do and
what they need to be able to do
To collect information about a particular problem learners are
experiencing

4. DECISION
MAKING
Who will be involved?
What types of information
should be gathered?
Which viewpoint should
be taken?
BROWN (1995)

5. BROWN (1995)
Target Group
People about whom the
information will be gathered
Who will be involved?
Audience
People expected to act
upon the analysis
Need analist
People responsible for
conducting the need
analysis
Resource Group
People considered to
be a source of
information

6. THE USERS OF NEEDS ANALYSIS – FOR WHOM?
For a secondary school English curriculum, the users may
include :
• Curriculum officers
• Teachers
• Learners
• Writers
• Testing personnel
• Staff of tertiary institutions

7. For a single teacher on his or her class, the audience
may consist of
•The teacher
•Other teachers
•Program coordinators

8. The target population – about whom?
In conducting a NA to determine the focus of an English
program in public secondary schools in an EFL context,
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
• Community agencies

9. Issue of sampling
•Definition
Sampling involved 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.

10. factors which might influence the approach to sampling
the homogeneity of the population in terms of the kinds of
skills, attitudes, or knowledge being sought or
the need to study subgroups within the sample—for example,
based on sex, language group, or other factors.

11. What kind of
information
should be
gathered?
DISCREPANCY
Discrepancies between the
desired performance and
actual performance
DEMOCRATIC
Changes desired
by a majority of
those involved
ANALYTIC
What students need to move on a
development sequence
DIAGNOSTIC
Weaknesses or
lacks in learners’
competence
according to
specific contexts or
situations
BROWN (1995)

12. WHICH POINTS OF VIEW SHOULD BE TAKEN?
Three basic dichotomies that can help
narrow the choices of what investigate in
a need analysis
Situation needs Versus
Language need
Linguistic content
versus Learning
processes
Objective needs
Versus Subjective
needs

13. PROBLEMS PRIORITIES ABILITIES
ATTITUDES SOLUTION
TYPES OF QUESTIONS
Rossett (1982) identified five categories of questions: