Need Analysis

A. Introduction

One of the basic assumptions of curriculum development is that a sound educational

program should be based on an analysis of learner’s needs. Procedures used to collect
information about learner’s needs are known as needs analysis. Needs analysis as a distinct
and necessary phase in planning educational programs emerged in the 1960s as part of the
systems approach to curriculum development and was part of the prevalent philosophy of
educational accountability (Stufflebeam, McCormick, Brinkerhoff, and Nelson 1985). If
providers of training programs wanted public or other sources of funding in order to provide
different kinds of training programs, they were required to demonstrate that a proposed
program was response to a genuine need ( Pratt 1980 ).

According to Iwai et al. (1999), the term needs analysis generally refers to the
activities that are involved in collecting information that will serve as the basis for developing
a curriculum that will meet the needs of a particular group of students.

Historically, needs analysis was introduced into language teaching through the ESP
movement among 1960s to 1970s. Even though, this needs analysis was not advocated only
for ESP, but also for second/foreign language students in general. In fact, needs analysis have
been conducted informally for years by teachers who wanted to assess what language points
their students needed to learn. Indeed, the various activities usually called “approaches” are
different expressions of this desire to figure out what students need to learn. Information
sources for such informal needs analysis might include scores on an overall language
proficiency test, facts gathered from a background questionnaire that asks where and for how
long students have had previous language training, or impressions gleaned from teacher and
students interviews about the students’ cognitive and linguistic abilities (Iwai et al, 1999).
Further, for Johns (1991), the needs analysis is the first step in course design and it provides
validity and relevancy for all subsequent course design activities. This information should
include the desired outcomes or expectations of a high quality program, the role of
assessment, the current status of student achievement and actual program content. The
information should also consider the concerns and attitudes of teachers, administrators,
parents and also the learners. While the data should include samples of assessments, lessons
from teachers, assignments, scores on state standardized tests, textbooks currently used,
student perception and feedback from parents.

In conclusion, need analysis is directed mainly at the goals and content of a course. It
examines what the learners know already and what they need to know. Need analysis makes
sure that the course will contain relevant and useful things to learn. Good need analysis
involves asking the right questions and finding the answers in the most effective ways.

B. The purpose of needs analysis

Needs analysis in language teaching may be used for a number of different purposes,
for example:

1) To find out what language skills a learner needs in order to perform a

particular role, such as sales manager, tour guide, or university student
2) To help determine if an existing course adequately addresses the needs of
potential students
3) To determine which students from a group are most in need of training in
particular language skills
4) To identify a change of directions that people in a reference feel is important
5) To identify a gap between what students are able to do and what they need to
be able to do
6) To collect information about a particular problem learners are experiencing

In many cases, learners’ language needs may be relatively easy to determine,

particularly if learners need to learn a language for very specific purposes, for example,
employment in fields such as tourism, nursing or the hotel industry. In this case, the tasks
employees typically carry out in English can be observed and the language needs of those
determined. The information obtained can then serve as a basis of planning a training
program. In some cases, “needs” also includes student’s right.

In the other cases, learners’ needs may not be so immediate-for example, students
learning English as a secondary school subject in an EFL context. Here English may be a
compulsory subject that is considered an important part of a child’s general education.
However, even though the students may not have any immediate perceptions of needs,
curriculum planners will generally have consulted employers, parents, teachers, and others to
find out what knowledge of English they expect high school graduates to achieve. In many
countries, the introduction of English or another foreign language in a elementary or
secondary school is based on what curriculum planners consider best for students to study at
school in the same way that math, history, and physical education are included in the school
curriculum. Learners are not consulted as so whether they perceive a need for such
knowledge. Their needs have been decided for them by those concerned with their long-term
welfare. Needs analysis thus includes the study of perceived and present needs as well as
potential and unrecognized needs.

Need analysis may take place prior to, during, or after a language program. Much of
literature on needs analysis is based on the assumption that it is part of the planning that take
place as part of the development of a source. It assumes that time and resources are available
to plan, collect, and analyze relevant information for a planned program of instruction. This
‘a priory’ approach to needs analysis requires long-term planning assumes adequate time and
resources to devote to needs analysis.

In some cases, however, long-term planning is not an option. Little may be known in
detail about a group of learners apart from the fact that group of forty-five Mexican civil
servant will be arriving in 3 weeks’ time and want to work on their language skills. In these
circumstances, need analysis has to be carried out as part of the delivery of the course. Goals,
content, and the teaching approach are shaped by information collected during the teaching of
the course.

At other times, the bulk of the information that constitutes the needs analysis may be
collected after the course is finished. The information collected is then analyzed in order to
obtain a more comprehensive view of the learners’ needs as a basis for evaluating and
revising the program.

C. What are needs?

Learners often find it difficult to define what language needs they have and cannot
distinguish between needs, wants and lacks. It was Allwright (1982) as quoted by West
(1994) who made a distinction between needs (the skills which a student sees as being
relevant to himself or herself), wants (those needs on which students put a high priority in the
available, limited time or in other words it is what learner feels she/he needs), and lacks (the
difference between the students present competence and the desired competence or what
learner does not know). His idea were adopted later by Hutchinson and Waters (1987), who
advocate a learning-centered approach in which learners’ learning needs play a vital role. If
the analyst, by means of target situation analysis, tries to find out what learners do with
language, then learning needs analysis will tell us “what the learner needs to do in order to
learn (Hutchinson and Water, 1987).

Richards explains that needs are often described in terms of a linguistic deficiency,
that is, as describing the difference between what a learner can presently do in language and
what he/she should be able to do (2002, p. 54). It suggests that needs have objective reality
and are simply there waiting to be identified and analyzed. On the other hand, Richards’
proposition is slightly different as quoted by Richards clarify that need is a thing that is
constructed and dependent on judgment and reflects the interest and values of those making
such judgment. Therefore, the teachers, learners, employers, parents and other stakeholders
may have different views as to what needs are. For example, in considering the needs of
immigrants, representatives of majority population may see the immigrants’ needs as
achieving cultural and linguistic assimilation and hence may want a needs analysis to identify
the language skills immigrant require in order to survive, and assimilate into the dominant
culture.

D. The various focuses of needs analysis

Hutchinson and Waters (1987) divide needs into target needs (i.e. what the learner
needs to do in the target situation) and learning needs (i.e. what the learner needs to do in
order to learn). The analysis of target needs can look at:

1. Necessities
What is necessary in the learners’ use of language? For example, do the learners have
to write answers to exam questions?
2. Lacks
What do the learners lack? For example, are there aspects of writing that were not
practised in their previous learning (L1, L2)?
3. Wants
What do the learners wish to learn?

Another way to look at needs is to make a major division between present knowledge
and required knowledge, and objective needs and subjective needs. Very roughly, Lacks fit
into present knowledge, Necessities fit into required knowledge, and Wants fit into subjective
needs. Information about objective needs can be gathered by questionnaires, personal
interviews, data collection (for example, gathering exam papers or text books and analysing
them), observation (for example, following a learner through a typical day), informal
consultation with teachers and learners, and tests. Subjective needs are discovered through
learner selfassessment using lists and scales, and questionnaires and interviews. The
outcomes of needs analysis must be useful for curriculum design. It is not worth gathering
needs analysis information if no application can be found for it. It is therefore useful to do a
pilot study first to check for this.
E. The users of needs analysis

A needs analysis may be conducted for a variety of different users. For example, in
conducting a needs analysis to help revise the secondary English curriculum in a country, the
end users include curriculum officers in the ministry education, who may wish to use the
information to evaluate the adequacy of existing syllabus, curriculum, and materials; teachers
who will teach from the new curriculum; learners, who will be taught from the curriculum;
writers, who are preparing new textbooks; testing personnel, who are involved in developing
end-of-school assessment; and staff of tertiary institutions, who are interested in knowing
what the expected level will be of students existing the schools and what problems they face
(Richards, 2002, p. 56).

Determining the likely audiences is an important first step in planning a needs

analysis in order to ensure that the information they needs is obtained and that the needs
analysis will have the impact it is designed to have. Therefore, the audiences might be
involved in small-case needs analysis such as done by a single teacher on his or her class
would consist of the teacher, other teachers, and the program coordinator.

Further, needs analysis can have a political dimension. It can be used to support a
particular agenda, for example by giving priority to one group to the exclusion of others
within a population or in order to justify a decision that has already been made on economic
or other grounds. Hence, there are different stakeholders where needs analysis is being
undertaken. Stakeholders are those who have a particular interest or involvement in the issue
or programs that are being examined, and it is important to try to get a sense of what their
different agendas are.

In addition, the need analysis can do for several of different users. For example, when
do need analysis to help revise secondary English curriculum in the country, the last user
includes:
1) Curriculum official at service education that possible want to use that
information to evaluate syllabus, curriculum, and the material
 2) The teacher who will teach from the new curriculum, student who will be
taught from curriculum
3) The writer who is preparing the new learning book
4) Testing personnel, who are involved in developing end-of-school assessments
5) Staff of tertiary institutions, who are interested in knowing what the expected
level will be of the students existing the schools and what problem they face
F. The target population

According to Richards, the target population in a needs analysis refers to the people
about whom information will be collected. For example in conducting a needs analysis to
determine the focus of an English program in public secondary school in an EFL context,
then the target population might include:

 Language learners or potential language learners

 Policy makers
 Ministry of education officials
 Teachers
 Academics
 Employers
 Vocational training specialists
 Parents
 Influential individuals and pressure groups
 Academic specialists
 Community agencies

Basically, sampling is an important issue in determining the target population.

Sampling involves asking a portion of the potential population instead of the population and
seeks to create sample that is representative of the total population. For example, in
conducting a needs analysis of studying foreign languages at a New Zealand university
(Richards and Gravatt, 1998) toward students’ motivation for selecting a language course,
dropping a language course, or choosing not to take a language course, then the sample that
might be taken from the whole population of New Zealand university students are: 1)
students currently enrolled in a foreign language course, 2) students previously enrolled but
no longer studying a language, 3) students who have never studied a foreign language.
Actually, there are some factors influenced in determining the approach of sampling, such as
the homogeneity of the population in terms of kinds of skills, attitudes, or knowledge being
sought or the need to study subgroups within the sample (based on sex, language groups, or
other factors).

G. Administering the needs analysis

 Planning a needs analysis involves deciding who will administer the needs analysis
and collect and analyze the results. Needs analysis will be vary in their scope and demands,
from a survey of a whole school population in a county to a study of a group of thirty learners
in a single institution. Sometimes a team of personnel is assembled specifically for the
purpose of doing the analysis, at other times two or three interested teachers may be the only
ones involved. For example, in a needs analysis of the language needs of non-English-
background students studying at a New Zealand University, the following were involved:

1) the researcher team made up of two academics and a research assistant

2) colleagues in different departments who discussed the project and reviewed
sample questionnaires
3) students who piloted the questionnaire
4) academic staff of the university who administered some of the questionnaires
5) secretarial support involved in preparing questionnaires and tabulating data

H. Procedure for conducting needs analysis

A variety of procedures can be in conducting needs analysis and the kind of
information obtained is often dependent on the type of procedure selected. Since any one
sources of information is likely to be in complete or partial, a triangular approach is
advisable. Many different sources of information should be sought. For example, when a
needs analysis of the writing problems encountered by foreign students enrolled in American
universities is conducted, information could be obtained from the following sources:
1) Samples of students writing
2) Test data on student performance
3) Reports by teachers on typical problems students face
4) Opinion of experts
5) Information from students via interviews and questionnaires
6) Analysis of textbooks teaching academic writing
7) Survey of related literature
8) Examples of writings programs from other institutions
9) Examples of writing assignments given to first year university

Students procedures of collecting information during a needs analysis can be selected

from among the following:
1. Questionnaires
Questionnaires are one of the most common instruments used. They are relatively
easy to prepare, they can be used with large numbers of subject, and they obtain information
that is relatively easy to tabulate and analyze. They can also be used to elicit information
about many different kinds of issues, preferred classroom activities and attitudes and beliefs.
 Questionnaires are either based on a set of structured items or unstructured which
open-ended questions are given that the respondent can answer as he or she chooses.
The advantages from the qquestionnaires are:
a) One the most common instrument used
b) They are relatively easy to prepare
c) They can be use with the large number of subjects
d) They obtain information that is relatively easy to tabulate and analyze
e) They can also be used to elicit information about many different kinds of
issues such as language used, communication difficulties, preferred learning styles,
preferred classroom activities, attitudes, and beliefs.

The disadvantages of questionnaire are:

a) Sometimes the information obtained may be not appropriate and will need a
follow up to gain more understanding of what respondents intends
b) It must become familiar with the principle of a good questionnaire to ensure
that the information obtained is reliable
c) We must piloting the questionnaire to indentify ambiguities and other
problems before the questionnaire is administrated.
2. Self-ratings
These consist of scales that students or others used to read their knowledge or
abilities. For example a student might rate how well she or he can handle a job interview in
English. The disadvantage of such an instrument is that it provides only impressionistic
information and information that is not very precise.

3. Interviews
Interviews allow for a more in-depth exploration of issues than possible with a
questionnaire, though they take longer to administer and are only feasible for smaller groups.
An interview may often be useful at the preliminary stage of designing a questionnaires, since
it will help the designer get a senses of what topics and issues can be focused on in the
questionnaire.
4. Meetings
A meetings allows a large amount of information to be collected in a fairly short time.
Information obtained in this way may be impressionistic and subjective and reflect the ideas
of more outspoken members of a group.
5. Observations
 Observations of learners’ behavior in target situation is another way of assessing their
needs. In addition, observation is a specialized skill. Knowing how to observe, what to look
for and how to make use of the information obtained generally requires specialized training.
6. Collecting learner language samples
Collecting data on how well learners perform on different language tasks and
documenting typical problems they have is a useful and direct source of information about
leaners’ language needs. Language sample may be collected through the following means:
 Writer of oral tasks
 Simulations or role plays
 Achievement tests
 Performance tests
7. Task analysis
This refers to analysis of the kinds of tasks the learners will have to carry out in
English in a future occupational or educational setting and assessment of the linguistic
characteristic and demands of the tasks.
8. Case studies
With a case studies, a single student or a selected group of students is followed
through a relevant or educational experience in order to determine the characteristics of that
situation. In any situation where a needs analysis is needed, a large amount of relevant
information is generally available in various. These include:
 Books
 Journal articles
 Reports and surveys
 Records and files
An analysis of available information is normally the first step in a needs analysis
because they are very a few problems in language teaching that have not been written about
or analyzed somewhere.

Rossett (1995) believes that when a needs analysis is conducted, it allows an

instructional designer to gather information about the following factors:
 Optimal performance: What does an individual who is performing at an
optimal level know or do that allows him or her to perform at this level? Instructional
designers consult a variety of sources—such as experts, documentation, standards,
practices, texts, and tests—to answer this question.
 Actual performance: How is an individual currently performing? What is
happening to cause a particular event to take place? Why is a change being requested?
 An instructional designer can use employee performance records, observation, and
interviews to help gather data to provide answers to these questions.
 Feelings: Instructional designers want to know how individuals feel about the
topic, training about the topic, the topic as a priority, and their confidence surrounding
the topic.
 Cause(s): Rossett identifies four kinds of causes for why individuals may not
be performing as they should: (1) they lack the skill or knowledge; (2) the
environment is in the way; (3) there are no, few, or improper incentives; and (4) the
employees are unmotivated.
 Solutions: What solutions are possible?
I. Design the needs analysis
Designing a needs analysis involves choosing from among the various options
discussed above and selecting those that are likely to give a comprehensive view of learner’s
needs and that represent the interest of the different stakeholders involved. Decisions have to
be made on the practical procedures involved in collecting, organizing, analyzing, and
reporting the information collected.
In smaller-scale needs analysis such as that of a teacher or group of teacher asseing
the needs of new groups of student in a language program needs analysis procedures may
consist:
 Initial qustionnarie
 Follow up individual and group interviews
 Meeting with student
 Ongoing classroom observation
 Test
J. Making use of the information obtained
The result of a needs analysis will generally consist of information taken from several
different sources and summarized in the form of ranked lists of different kinds.
One of the findings of a needs analysis of problems of ESL student attending
university lectures was a list of the frequency with which students experienced difficulties
with speaking and listening skills. The most common difficulties:
1. Large group discussions
2. Class discussions
3. Interactions with native speakers
4. Out-of class projects
5. Small-group work
6. Desmonstrator interactions
 7. Class participation
However, such a listing provides little useful information about the prescise type of
problems the learners experience in relation to each event. Even if more detailed information
had been provided , the result would still be impressiontistic. List based on needs analysis of
problems student have with discussions. The most frequent difficulties were:
1. Comprehension of spoken English (‘they speak too fast’ : ‘they mumble :
‘vocabulary is idiomatic’)
2. The pressing need to formulate a contribution quicly (‘I can’t think what to
say’)
3. Shyness about the value of a contribution (‘I might say something wrong’)
4. Inability to formulate an idea in English (‘ I don’t know how to say it in
English’)
5. Awareness that a given fuction may be realized in different ways (‘I don’t
know the best way to say it’)
6. Frustration about being unable to enter the discussion (‘some students speak
too much’)
In the course of carrying out a needs analysis, a large number of potential needs may
be identified. However, these needs will have to be prioritized because not all of them may be
practical to address in a language program , or perhaps the time frame available in the
program is suitable for addressing only a portion of them. And the mere fact that needs have
been identified does not automatically imply that changes will have to be made in the
curriculum. First, the exciting curriculum (when there is one) has to be examined to see to
what extent the needs that have been identified are being met. Dicisions will therefore have to
be made concerning which of the needs are critical, which are important, and which are
merely desirable. In addition, soe needs will be immediate and others longer-term. For some,
solutions will be feasible , for others, they may be impractical.
It also important to remember that because needs are not objective facts but subjective
interpretations of information from a large variety of sources , a great dealof consultation is
needed with the various stakeholders to ensure that conclusions drawn from a needs analysis
are appropriate and relevan.
A number of different points of view emerged as to what should be changed.
 Learners view more support for learning needs and reduction of the amount of
materials they had to study.
 Academics view better preparation for tertiary studies needed in terms of
reading and writing skills
  Employers view better preparation for employment required in terms of basic
communication
 Teachers view better grasp of grammar needed by leaners.
K. Needs Analysis and the Instructional Design Process
A needs analysis is critical in helping the instructional designer determine what
instruction needs to be developed or if instruction is even necessary to help bring about a
desired change. No matter what approach you take, completing a needs analysis should help
to answer the following questions:
1) What problem exists or what change is being requested?
2) Who is being asked to change?
3) What is currently taking place with the individual or individuals being asked
to change?
4) Who identified the problem or is requesting this change?
5) Where will the solution or change need to take place?
6) Is instruction the most appropriate means for solving the problem or bringing
aboutthe desired change?
7) What is the solution to be developed and implemented?

CONCLUSION
This discussion indicates that needs analysis has a vital role in the process of
designing and carrying out any language course and considered as a crucial component of
systematic curriculum development. However, learners as the main sources in needs analysis
often find difficult to define what language needs they have. Therefore, as the teacher or even
institution should be aware of their impetus on successful teaching by conducting this needs
analysis through some procedures. At least there are some advantages might be obtained by
conducting needs analysis, such as:
1. In a learner-centered curriculum, teachers’ reconciliation in content selection
though extensive consultation with the students about their learning needs and interest
is critical. Therefore needs analysis helps teachers create in-class activities in which
the students can utilize learned skills and knowledge as tools to meet their real-life
needs in meaningful ways.
2. Needs analysis can helps teachers understand “local needs” of students or the
needs of a particular group of students and make practical decision in pedagogy and
assessment for improvement, and also for the selection of appropriate teaching
methods in a program.
 3. In proficiency-oriented instruction/curricula, needs analysis helps teachers
understand the potential difference in learning expectations between themselves and
their students.
4. Obtaining input from the students about a planned or existing program through
a needs analysis is fundamental to the design, implementation, evaluation and revision
of the program.
5. Needs analysis may provide the basis for planning goals and objectives for a
future program, and also for developing syllabus design and teaching materials for the
course.
6. A program that attempts to meet students’ perceived needs for the students will
be more motivating and successful.

REFERENCES

Browns, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to

Program Development. Massachusetts: Heinle and Heinle Publishers.

http://upipasca.wordpress.com/2010/02/19/needs-analysis-in-curriculum-development/

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered
Approach. Cambridge: Cambridge University Press.

Iwai, T., Kondo, K., Limm, S.J.D., Ray, E.G., Shimizu., and Brown, J.D. (1999). Japanese
Language Needs Analysis

Nation, I.S.P.& Macalister John (2010). Language Curriculum Design. New York: Taylor &
Francis Group

Richard, Jack c. curriculum development in language teaching. CAMBRIDGE

UNIVERSITY PRESS. 2001
 TRANSKRIP WAWANCARA I

Nama sekolah: Mts Muhammadiyah bunga tanjung

Nama guru : Arfanita, S.Pd.I

According to Rosset 1995, how to conduct a need analysis:

1. Optimal performance

Q : Dari mana anda mendapatkan metode atau cara-cara dalam mengajarkan topic
pembelajaran? Curriculum/ silabus, text, dari buku?

A : saya memperolehnya dari buku pegangan, kadang improvisasi dari pengalaman dan buku
buku yang berhubungan dengan silabus

2. Actual performance

Q : apakah metode yang ada gunakan sekarang mengikuti metode terbaru atau kekinian ?
Atau masih menggunakan metode yang lama?

A : masih menggunakan metode lama. Lihat buku pegangan dan langsung latihan.metode
terbaru belum dipelajari karena minim pengetahuan dan tidak tersedianya media pendukung
3. Feeling

Q : apakah anda pernah memperhatikan tanggapan/ekspresi siswa dalam menerima pelajaran

yang anda berikan? Atau bagaimana perasaan anda ketika mengajarkan sesuatu topik yang
belum anda kuasai?

A : saya kurang memperhatikan suasana kelas dan siswa. Kalau untuk materi yang belum
saya kuasai saya mencoba mencari buku buku yang relevan dengan topik

4. Causes

1. Dalam mengajar, kadang materi yang tidak dikuasai akan menimbulkan suasana belajar
yang tidak kondusif, apa saja masalah yang timbul oleh kurangnya penguasaan materi
tersebut?

A : siswa kadang sering ribut, sayapun juga kurang bisa menenangkan

2. Bagaimana suasana kelas ketika terjadi masalah tersebut?

A: ada siswa yang meribut, ada yang tidur tiduran dan ada yang fokus juga

3. Ketika anda ingin melakukan sesuatu yang baru dalam pembelajaran, mencoba suatu
metode dll, apakah ada larangan dari pihak sekolah atau karena kurang tersedanya fasilitas
sekolah untuk anda dalam pengembangan metode terbaru tersebut?

A: kadang saya mencoba menggunakan hal yang baru dalam pembelajaran, seperti
melakukan game akan tetapi kurang kondusif..karena yang mengikuti hanya sebagian siswa
sedangkan sebagian yang lain sibuk bermain dengan siswa yang lain dalam artian tidak mau
berpartisipasi. Akhirnya saya kembali dengan metode awal yakni dengan menerangkan yang
ada di buku dan menyuruh siswa utk mengerjakan soal dari buku panduan tersebut

5. Solution

DOCUMENTATIONS
 TRANSKRIP WAWANCARA

Nama sekolah: SMPN 18 Padang

Nama guru : Asviati, S.Pd

A: Pada kelas berapa anda mengajar?

B: Saya mengajar pada kelas 7

A: Materi apa saja yang Anda ajarkan di kelas?

B: Sesuai dengan tingkatan dan juga silabus, saat ini materi yang saya ajarkan seperti
greeting, describing object/place, dsb.

A: Kelas yang anda ajarkan berfokus pada skil apa?

B: Keempat skil dalam bahasa inggris dipelajari, namun karena keterbatasan waktu maka
skil Reading dan Writing lebih diutamakan sedangkan skill Listening-Speaking hanya
diselipkan didalam proses pembelajaran.

A: Bagaimana antusiasme siswa terhadap materi yang anda ajarkan?

B: Kebanyakan siswa masih bingung dengan materi yang diajarkan, namun ada juga
siswa yang sudah bisa menyesuaikan diri dengan materi. Hal ini dikarenakan ketika di
sekolah dasar mereka belum belajar bahasa inggris sama sekali.

A: Bagaimana cara mengantisipasi siswa yang pasif dikelas?

B: Peer correction dan juga siswa yang pasif diberikan perhatian yang lebih guna
meningkatkan motivasinya terhadap pembelajaran bahasa inggris.

A: Apa faktor yang menyebabkan siswa pasif di kelas?

B: Yang menjadi faktornya ialah kebanyakan siswa belum belajar bahasa inggris sama
sekali di sekolah dasar namun ada juga siswa yang aktif dan mungkin ini dikarenakan
sebelumnya mereka sudah pernah mengikuti kursus bahasa inggris maupun kebijakan
dari sekolah mereka dahulu yang memasukkan mata pelajaran bahasa inggris kedalam
kurikulum sekolahnya.

A: Adakah tindakan yang anda lakukan untuk mengatasi permasalahan yang dihadapi
siswa?
B: Ada, beberapa tindakan yang dilakukan yaitu memberikan tugas menghapal kosakata
sebelum memulai pelajaran sehingga siswa memiliki penguasaan kosakata yang lebih
banyak setiap pertemuannya.

A: Apa respon yang diberikan siswa terhadap tindakan yang anda lakukan?
B: Kebanyakan siswa menjadi termotivasi dikarenakan mereka cukup senang dengan
perolehan kosakata yang mereka hapal setiap pertemuannya.

A: Selama dikelas, apa saja jenis media pembelajaran yang anda pergunakan?
B: Media yang digunakan cukup beragam namun yang paling sering digunakan yakni
media audiovisual seperti proyektor dan sebagainya sehingga siswa merasa lebih
nyaman ketika menerima penjelasan dari guru.

A: Bagaimana dampak dari hasil analisa yang anda terapkan selama proses pembelajaran?
B: Dampak yang dirasakan selama ini cukup signifikan, dimana siswa menjadi lebih
antusias meskipun tidak dapat dipungkiri masih ada juga siswa yang belum mampu
untuk mengikuti proses pembelajaran dengan maksimal.

A: Apakah hasil analisa yang telah anda lakukan dituangkan didalam silabus?
B: Tentunya ada, karena proses pembelajaran di kelas harus sesuai dengan apa yang ada
di dalam silabus namun dalam beberapa kondisi terkadang juga dilakukan improvisasi
guna mengantisipasi permasalahan yang ditemukan.
A: Sudahkah anda melakukan evaluasi terhadap analisa kebutuhan yang anda lakukan
selama proses pembelajaran?
B: Sudah, dan hasilnya cukup positif bagi siswa dan proses pembelajaran. Namun tidak
dapat dipungkiri masih ada juga siswa yang belum dapat menyesuaikan diri dengan
baik terhadap materi pembelajaran bahasa inggris di kelas.

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