COURSE DESIGN APPLICATION

(Assesing Needs And Organizing The Course)

Lecturer : Dra. Hamidah Sidabalok, M.Hum

Subject : English For Specific Purpose

Arranged by:

Elmalia putri Admalda

(18052069)

ENGLISH VI B

FACULTY OF TEACHER’S TRAINING AND EDUCATION

ASAHAN UNIVERSITY
T.A 2020/2021
 PREFACE
Thanks to almight God who has given His bless to me for finishing the English paper
assignment entitled “Course Design Application (Assesing Needs And Organizing The
Course)". I also wish to express his deep and sincere gratitude this paper. In completing this
paper. Hopefully this paper can help the readers to expand their knowledge about Course
Design Application, especially Assesing Needs And Organizing The Course.
However, I realize that this paper still has things that have not been perfect and
escaped the attention of the author. Be it from the language used or from the presentation
techniques. Therefore, with all the shortcomings and humility, I am looking forward to the
criticism and suggestions from all readers for the improvement of this paper going forward.

Kisaran, April 2021

AUTHOR

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 TABLE OF CONTENTS
Cover
PREFACE...........................................................................................................i
TABLE OF CONTENTS ...................................................................................ii

CHAPTER I – PRELIMINARY
1.1 Background ....................................................................................1
1.2 Formulation of Problem..................................................................1
1.3 Writing Purpose.............................................................................1

CHAPTER II – DICUSSION
2.1 Assesing Needs.............................................................................2
2.2 Organizing The Course................................................................4
2.3 Example Course Design...............................................................6

CHAPTER III - CLOSING

3.1 Conclusion ................................................................................8

BIBLIOGRAPHY ............................................................................................9

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 CHAPTER I
PREMILINARY

1.1 Background
In ESP students hope by learning ESP can serve as a guide to all present and future
and inhabitant of ESP, revealing both the challenges and pleasures to be enjoyed there and
the pitfalls to be avoided. The ESP is related to learning central approach because in
development ESP has paid scant attention to the questions of how people learn, focusing
instead on the question of what people learn. Besides, ESP divided into several focuses there
are ESP for Science and Technology (EST) divided into two English Academic Purposes
(EAP) English for Occupational Purposes (EAP).
In English Academic Purposes (EAP) there is English for Medical Studies, and
English for Occupational Purposes (EAP) there is English for Technicians. English for
Business and Economics (EBE) divided into two are EAP there is English for Economics and
EOP English for Secretaries. In English for Social Sciences (ESS) divided into two EAP
there is English for Psychology and EOP (English for Teaching). However, in ESP will
discuss into several chapters such as the origin ESP, The Development of ESP, ESP:
Approach not Product, Language Description, Theories of Learning, Needs Analysis,
Approaches to Course Design, The Syllabus, Materials Evaluation, Materials Design,
Methodology, Evaluation and Orientation.

1.2 Formulation of the Problem

1. What is the Assesing Needs?

2. What are the Organizing the Course (Syllabus Design)?

1.3 Writing Purpose

1. To know the Assesing Needs.

2. To know the Organizing the Course (Syllabus Design).

3. To know the example of the course design

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 CHAPTER II
DISSCUSION

2.1 Assesing Needs

Needs Analysis (also known as Needs Assessment) is a means of defining as precisely
as possible the learners’ language needs and understanding what they think they can obtain
from the language course. It has a vital role in the process of designing and carrying out any
language course, it can be English for Specific Purposes or a General English course, and it
centrally has been acknowledged by several scholars and authors.
Before conducting a needs assessment, we must first know the difference between
target needs (what students need in the target situation) and learning needs (what students
need in learning).
1. Understanding Target Needs
Target needs is a general term, which in practice hides a number of important
differences. This target needs to look at the term target situation from:
a) Necessities
We can define 'necessities' as a type of need that is determined by the demands of the
target situation, namely what the learner must know in order to function effectively according
to the target. For example: a businessman, according to the needs of his target situation, he
must understand business letters, to be able to communicate effectively during sales
conferences, and to obtain information needs from sales catalogs, etc. He must also
understand the linguistic features - suspended, functional, structural, lexical - that are
commonly used in the situation.

b). Lacks
This analysis of student shortages was carried out to determine the types of needs
needed by students.

c.)Wants
So far, we only meet the needs of students only from their objective needs, where
students play a passive role. In fact, students have a view of what their needs are. As
Richterich (1984 p.29) says that the need does not exist in one's independence. The need is a
description of their needs based on data relating to themselves and their environment.

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 2. Target situation
This target situation analysis is needed for material from asking questions about the target
situation and attitudes towards the situation of all participants in the learning process.
Target Situation Analysis Framework:
 Why is English needed?
 To learn
 To work
 For training
 How will English be used?
 Medium: speaking, writing, reading, etc.
 Channel: telephone, face to face, etc.
 What areas will be discussed?
 Subjects: medicine, biology, architecture, mechanical engineering, etc.
 Level: Undergraduate, junior high school, technical expert, etc.
 Who will students use in language?
 Native or non-native speaker;
 Level of knowledge of receivers: experts, lay people, students;
 Where will the language be spoken?
 Physical setting: offices, hotels, workshops, libraries, faculty buildings;
 Human Context: meetings, demonstrations, telephone calls;
 When will the language be used?
 Simultaneously with ESP learning or at a later date.
 Often, rarely, on a small scale, on a large scale

3. Learning Needs
Analyzing what people do tells us little about what they learned. For this reason, ESP
does not only focus on what must be known or done, but focuses on what must be learned in
language learning.
To find out the lessons needed by students, we must first know the learning situation, the
learning situation is the need for a task that is fun, satisfying, manageable, generative, etc.

4. Analyzing Learning Needs

To analyze the learning needs of our students, we can make the framework first.

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Learning Needs Analysis Framework:
 Why do students take subjects?
 Obligation or choice;
 Status, finances, involved promotions, etc.
 How do students learn?
 From the background of the lesson;
 From the concept of teaching and learning, etc.
 What sources are available?
 Total ability and professional teachers;
 Teacher's attitude towards ESP, etc.
 Who are the students?
 Age, gender, nationality;
 What do they know about English, etc.
 Where will ESP take place?
 In a pleasant, flat, noisy, cold, etc.
 When will ESP take place?
 Every day / once a week;
 Full time / part time, etc.

2.2 Organizing the Course (Syllabus Design)

The syllabus provides the instructor and students with a contract, a common reference
point that sets the stage for learning throughout the course. Make sure that your students
have easy access to the course syllabus by handing out hard copies on the first day of class
and (if applicable) posting a digital copy on the course website. Common components
included in a syllabus namely:
A. Course description
1. Course content: What is the basic content of the course and what makes it important
or interesting? How does the course fit into the context of the discipline?
2. Learning objectives: What should students be able to do by the end of the course?
Objectives are most helpful when they are expressed in terms of knowledge and skills
that can be readily identified and assessed. For example, the ability to recognize,
differentiate, apply or produce is much more readily identifiable than the ability to
appreciate or understand.

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 3. Characteristics of class meetings: What types of activities should students be
prepared for? Discussion? Lecture? Small groups? Student presentations?
4. Logistics: What are the instructor’s and TAs’ names? How can they be contacted?
How are course materials obtained? When and where does the class meet?

B. Course topics and assignments

1. Schedule of topics and readings: What will the main topics of the course be and when
will they be addressed? What will students need to do to prepare for each class?
Most instructors include a weekly or daily schedule of topics they intend to address,
along with a list of assigned readings and other course materials.
2. Assignments, projects and exams: How will students demonstrate their learning?
Include learning goals, estimated scope or length, assessment criteria and dates.
Instructors typically include a breakdown, in point values or percentages, of how
much each assignment or test contributes to a student’s final grade.

C. Course policies and values

What values will shape your teaching in the course and what policies will guide you?
Policies and values that you might want to communicate through your syllabus include:
1. Inclusiveness: How can your syllabus help you create an inclusive atmosphere that
welcomes all students? Some instructors include statements inviting participation
from all students, honoring student diversity and differing points of view, or inviting
requests for disability accommodations.
2. Integrity: What are policies and procedures regarding academic integrity and
misconduct in relation to materials and assignment for this course? For example,
considering the types of work you are asking students to do, what do you want to
communicate about working with data? representing original sources? accountability
for contributions to group projects?
3. Responsibility: What do students need to know about your expectations regarding
assignments, attendance, online participation or classroom interactions? Other
possibilities include policies regarding late work, make-up exams and preparation for
class participation.
4. Expectations for success: How can students learn most successfully in your course?
In your syllabus, you can express confidence that all students are capable of doing
well and you can suggest strategies for success. For example, what strategies for
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 learning are particularly important for this material? What resources — such as study
centers, web tutorials or writing centers — are available to help students succeed in
your course?

2.3 Example of Course Design

Lesson Plan- BUILDING BLOCKS OF GRAMMAR
1. Objectives:
 To teach them basics of grammar
 To revise their prior knowledge about building blocks of grammar
 To make them with rules
 Practice
Input : use of activities, including exercise regarding building blocks.
Output : they will learn rules and use of grammar.
2. Level : Elementary
3. Time : 60-65 Min. approximately.
4. Aids/materials : building blocks of grammar chart, board, and board marker.
Grammar Lesson
Important Building Blocks of Grammar
Nouns : is a word used as the name of a person, place or thing.
Example : King, Mohan, Sarita, Table.
Pronouns : is a word used instead of a noun.
Example : He, She, It, They.
Articles : is the words “a”, “an”, and “the”. They used before nouns.
Verbs : is a word that describes an action or occurrence or indicates a state of being.
Example : He talks to me, She sings a song.
Adjectives : is a word used to describe a noun.
Example : Beautiful flower, tall man.
Adverbs : is a word which modifies the meaning of a verb, adjective, or another adverb.
Example : He runs fast.
Prepositions : is a word which shows the relation between noun or pronoun and other words
in the sentence.
Example : The boy is in the room.
Conjunctions : is a word which joins to sentences to complete their meaning.

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 Example : They reached the station but it was too late.
Interjections : is a word which expresses sudden feeling or emotion.
Example : Hello! Hurray!
Activity
Choose the correct word
1. She could hard/hardly walk after the accident.
2. My book is near/nearly finished.
3. She is too short/shortly. She cannot be a model.
4. I would like two tickets for the late/lately show.
5. There is near/nearly no money left.

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 CHAPTER III
CLOSING
3.1 Conclusion
Needs Analysis (also known as Needs Assessment) is a means of defining as precisely
as possible the learners’ language needs and understanding what they think they can obtain
from the language course. It has a vital role in the process of designing and carrying out any
language course, it can be English for Specific Purposes or a General English course, and it
centrally has been acknowledged by several scholars and authors. Before conducting a needs
assessment, we must first know the difference between target needs (what students need in
the target situation) and learning needs (what students need in learning).

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 BIBLIOGRAPHY

Campos, Jevier. 2017. Needs Assesment For ESP.

https://padlet.com/javiercamposromero/bhahwxjo3cvj. Accessed on 12 April 2021.

Purnama, Asri. 2013. Needs Analysis. http://asripurnama10.blogspot.com/2013/05/needs-

analysis-analisis-kebutuhan.html?m=1. Accessed on 12 April 2021.

Julita, Kenny. 2016. Makalah Issues In ESP Course Design.

http://kennyjulita.blogspot.com/2016/04/makalah-issues-in-esp-course-design.html?
m=1. Accessed on 12 April 2021.