ELT MATERIALS DEVELOPMENT

NEED ANALYSIS

By:

Name : M. Reka Fujiman Chaesary

Student ID : E1D015026

Class : V B English (Morning Class)

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MATARAM UNIVERSITY
2017
 I. INTRODUCTION
 The Importance of English

Language is our primary source of communication. It is the method through which we can share
our ideas and thoughts with others. Some people even say that language is what separates us
from animals and makes us human. There are thousands of languages in this world. Countries
have their own national languages in addition to a variety of local languages spoken and
understood by their people in different regions. Some languages are spoken by millions of
people, others by only a few thousand. Particularly, there is one language that people use to talk
with others from any other country. That language is English.

English was originally the language of England, but through the historical efforts of the British
Empire it has become the primary or secondary language of many former British colonies such
as the United States, Canada, Australia, and India. Currently, English is the primary language of
not only countries actively touched by British imperialism, but also many business and cultural
spheres dominated by those countries. It is the language of Hollywood and the language of
international banking and business. As such, it is a useful and even necessary language to know.
There are several factors that make the English language essential to communication in our
current time.

First of all, it is the most common foreign language. This means that two people who come from
different countries (for example, a Mexican and a Swede) usually use English as a common
language to communicate. That is why everyone needs to learn the language in order to get in
touch on an international level. Speaking it will help people communicate with other people from
countries all over the world, not just English-speaking ones.

English is also essential to the field of education. In many countries, children are taught and
encouraged to learn English as a second language. Even in countries where it is not an official
language, such as the Netherlands or Sweden, we will find many syllabi in science and
engineering are written in English. Because it is the dominant language in the sciences, most of
the research and studies you find in any given scientific field will be written in it as well. At the
university level, students in many countries study almost all their subjects in English in order to
make the material more accessible to international students.

Third, on the Internet, the majority of websites are written and created in English. Even sites in
other languages often give you the option to translate the site. It is the primary language of the
press: more newspapers and books are written in English than in any other language, and in all
over the world, some of these books and newspapers available. In fact, because it is so dominant
in international communication, people will find more information regarding nearly every
subject if they can speak this language.

Another thing is with good understanding and communication in English, people can travel
around the globe. Because it is the international language for foreigners, it is easy to get
assistance and help in every part of world. People can test it by online travel. Any travel booking
site they can find will have English as a booking option.

English skills will also help people in any business venture they choose to follow. If people visit
some offices, companies, governmental organizations, or even math or engineering companies,
they will see the importance of English. Those who are still unaware of the importance of
English should start learning it, as a time will come when everything will be understood, spoken
and written in English. In a lot of ways, that time is already here.

 An ESP Approach in ELT

One of the major implications of "an ESP approach'' to course design appears to be that the
learners' needs and wants for a starting point for the eventual production of materials. The
importance of needs analysis is a reflection of a general movement in education towards a more
learner, centered curriculum, and as such is entirely justifiable, even if the theoretical foundations
of many needs analysis models leave much to be desired (see D. Willis 1981 for a discussion of
this point). However, in English language teaching (ELT), one of the more unfortunate results of
this focus of attention on the learner has been that the needs and wants of the teacher have tended
to be disregarded.
We can see evidence of this neglect in three main areas of ESP activity. Firstly, the teacher
variable has largely been ignored hi the planning and design stages of materials projects.
Materials are often produced by designers and writers only partially familiar with the
environment in which they will be taught. This is the first stage of the problem; the second
occurs when the materials are subsequently presented to teachers who not only may be
inadequately trained or pout' skills in English, but also who are now expected to cope with a
radically different methodology if the course has been designed around learner-centered
principles. These difficulties are compounded in the case of subject-specific ESP materials when
the teacher has to bear the additional burden of teaching language through a subject content with
which he may not be familiar.

The second area of neglect is the training of ESP teachers, partially a result of the higher priority
and status given to materials design projects rather than teacher-training programs. This priority
would not be problematic if teachers could be included some way as participants in the process
of materials development but; as I have indicated above, this rarely occurs. Little thought has
been given to the sort of training program an ESP teacher requires; though Ewer's courses in
Chile (Ewer 1976) and developments in a number of British universities are beginning to provide
a variety of possible models (see Kennedy 1981 for an example). Although compartmentalization
of "ESP" and "non-ESP" teachers should generally be avoided, there are nevertheless certain
issues arising from the ESP teacher's delicate position on the bridge between language and
content which may need special treatment on ESP teacher-training courses. Bonamy and Moon
(1981) illustrate ways of dealing with "common core" teaching .problems and those particular
linguistic and conceptual areas. ESP teachers need to develop.

There is a third area of ESP work which has so far received little attention and it is this that I
should like to discuss in the remainder of this paper. It is the desirability of considering the
training of teachers (not "ESP" teachers, but "general English" teachers) as a type of ESP
activity. Such an approach could have a salutary effect on the design of teacher-training
programs. How often, for example, do teacher trainers lecture on learner needs and wants to
trainees while neglecting these principles in the design of the teacher-training courses itself? Few
attempts have been made to discuss design variables and their influence on the content of
teacher-training courses (but see Strevens 1977 and Kennedy 1979). It is tempting, for instance,
to focus on a new practice or methodology without considering its relationship to the teachers'
present or future situations. This is a danger inherent particularly in courses for overseas
teachers, provided generally by tertiary-level institutions in Britain and the USA. Unless there is
room for modification of ideas in the light of feedback from the, teachers on course; participants
are likely to complain of lack of relevance, to misunderstand; or to feel that what they are doing
in their "home" institutions is "wrong"; even if it might be appropriate for local circumstances.
Such dissatisfaction will probably have the same end results depressed teacher performance
during the training course and no change in teacher or pupil behavior when the teacher returns to
his Work.

Factors which need to be considered in the design of teacher-training programs include the status
and use of English within the teacher's community. The variety of English acceptable in the
classroom, (which might be an international, national, regional, or locals, variety), and
whether the teacher is working in an English-medium institution: (Both Smith 1981 and Pride
1982, while not directly concerned with teacher training; provide useful discussions on these
issues). The factors above relate to the teaching situation from which the teacher comes, to which
he may be returning, or for which he is being prepared, other considerations concern the teacher
himself for example, whether he is a native or nonnative speaker of English, and if the latter,
what his competence in English language is on joining the course and what level is expected to
be achieved by the end of the course. There are also the questions whether the course provides
initial, in service, or post experience training, and the administrative factors (common to all
planning) of time, personnel, resources and finance.

 Method of Doing Need Analysis

In conducting needs analysis, I do a research by giving questioners to several junior high school
students at grade VII and VII in the same school, since focus point here is about English for
Young Learners. It is much easier for me to conduct by giving questioner. And also, it is more
effective rather than having an interview which may take longer time.
 II. NEED ANALYSIS
a. Target Groups/Necessities
Based on the questioner that I have given to them, most of the needs by students in both
grade VII and VIII are similar. They are expected to be able to read the text in English at
the end of the semester. And there are few who are expected to write in English,
particularly to write several kinds of text such as, Narrative text, Descriptive text,
Recount text, and so on. There are little differences in terms of the needs because the
teachers who teach in some classes.
b. Wants
Based on the questioner that I have given to them, most of them expect to be able to
speak in English fluently. And only few who are have same purposes as what the Needs
are.
c. Lacks
Based on the questioner that I have given to them, I can conclude that most of them are
on beginner level. And there are few who are in pre-intermediate, and very less who are
in intermediate level. This is because most of them only learn English in teaching-
learning activities at school. And only practice or having interaction in English only when
they are in the class. On the other hand, those who are in pre-intermediate and
intermediate levels are having another English course besides in school. So, they have
practiced English not only when they are in the class, but also outside the class or when
they are at home as well.

III. CONCLUCION
Well, to design a need analysis for the target group like this obviously will difficult and
perhaps bit of complicated. Because there is a huge different between what the learners
want and what they are expected to be. In addition, because most of their levels are in
beginner level, it may take some patience to teach them. Obviously, it is because people
normally have desire to master something as soon as possible. But to learn English or
teach English must be step by step, especially if the learners’ levels still very low.

REFERENCES
 Allen, J. and J. Howard. 1981. Subject-Related ESL : An Experiment in Communicative
Language Teaching. Canadian Modern Language Review. 73, 3: 535-550.
 Kennedy, C. 1983. An ESP Approach to EFL/ESL Teacher Training. Introduction and
Areas of Neglect. 73-75.
 Sujana, I Made, 2003. Establishing English Competenciesfor Students of Tourism
Department the University of Mataram. A paper presented atthe fifth NUESP National
Conference “The Implementation of Competence-Based ELT for S1 Graduate
Candidates to Foster Professionalism”. Universitas Jember Jawa Timur 4-5 August 2003.