scholarly journals Needs Analysis of Reading and Writing Skills for Tour guide Students in Kenya

2020 ◽  
Vol 2 (5) ◽  
pp. 01-10
Author(s):  
Douglas Ondara Orang’i
Keyword(s):  
Course Design ◽  
Writing Skills ◽  
Needs Analysis ◽  
Learning Needs ◽  
Tour Guide ◽  
Reading And Writing ◽  
Legal Documents ◽  
Descriptive Research ◽  
Hand Writing ◽  
E Mail

A course designed on the premise of needs analysis contributes, to some extent, to the threshold for curriculum development and syllabus design. This article presents an argument that needs analysis is an integral part of course design by focusing on the skills of reading and writing both as learning and target needs for tour guide diploma students in Kenya. The study adopted a descriptive research design and the data is extracted from Orang’i (2013) MA study. It emerged that reading tasks of scanning, skimming, reading for note taking, and summarizing revealed needs as learnings for both learners and teachers. In addition, the writing skills tasks that revealed learning needs for both learners and teachers were developing ideas, grouping ideas, and spelling correctly. Further, reading tasks that revealed target needs are business letters, e-mail messages, fax messages, instruction booklets, minutes of a meeting, tickets, and invoices. On the other hand, writing tasks that revealed target needs were writing: business letters, e-mail messages, reports, itineraries, tour commentaries, legal documents, and brochures. Based on the findings of this study, it can be summed up that learners’ needs are revealed whenever a needs analysis is conducted and should, therefore, be a must-do in any course design.

scholarly journals LISTENING AND SPEAKING SKILLS AS LEARNING AND TARGET NEEDS IN BUSINESS ENGLISH PROGRAM FOR TOUR GUIDE DIPLOMA STUDENTS IN KENYA.

2021 ◽  
Vol 6 (1) ◽  
pp. 11-31
Author(s):  
Douglas Ondara Orang'i
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Needs Analysis ◽  
Learning Needs ◽  
Business English ◽  
Tour Guide ◽  
Teachers Perceptions ◽  
To Come ◽  
Listening And Speaking ◽  
Speaking Skills

Any ESP course design should be hinged on elaborate needs of learners so as to come up with a course that is inclusive. This can only be achieved after conducting a needs analysis that takes into consideration the views of all relevant stakeholders. Needs analysis is an important step in any syllabus design and particularly that which touches on ESP. That notwithstanding, ESP practitioners are ignoring this very paramount step when designing a course. Consequently, this paper looked at the target and language learning needs of tour guide learners pursuing an ESP course in Kenya from the students’ perspective, teachers’ perceptions and employers’ perceptions as far as the ESP course offered to learners is concerned. This paper focuses on listening and speaking skills. The paper based its theoretical framework on Munbian (1978) Approach and Learning Centered Approach by Hutchinson and Waters (1987). A descriptive research design is adopted in the study. The data analysed in this paper is got from Orang’i (2013). This paper is an attempt to show that learners can very ably articulate their needs and that teachers too can give their perceptions on learners’ needs thanks to their experience in the field. Equally, employers as has been seen in this paper also have a say on the ESP courses offered to learners. It is shown that needs analysis is an important stage in needs analysis that should not be overlooked and when it is conducted, it should involve all the stakeholders in order to come up with needs that are encompassing.

scholarly journals NEEDS ANALYSIS OF ESP FOR TOURISM STUDY PROGRAM AT SMKN 7 (SENIOR VOCATIONAL SCHOOL) KOTA BENGKULU

2019 ◽  
Vol 3 (1) ◽  
pp. 14-28
Author(s):  
Rezky Oktarin ◽  
Syahrial . ◽  
Alamsyah Harahap
Keyword(s):  
Language Learning ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Study Program ◽  
Descriptive Research ◽  
12Th Grade ◽  
Qualitative Descriptive ◽  
English Textbooks

The design of this research is quantitative-qualitative descriptive research. The purpose of this research are first to analyze the English learning needs of students in Tourism Study Program and second to analyze the suitability of existing English textbook used. The subjects of this research are students of SMKN 7 Bengkulu 12th grade, English teachers in SMKN 7 Bengkulu, graduates of Tourism Study Program, and the English language users in the field of Tourism. In this study, researcher used the needs analysis to find what are the need, lacks, and want of students in learning English. The instruments that used in this study are questionnaires, interview, and existing English textbooks used in English language learning. The result of the research indicate that the needs of the Tourism Study Program student grade XII of SMKN 7 Kota Bengkulu are materials and activities that support their activities to work in the tourism field and the existing English textbook used by Tourism Study Program student grade XII of SMKN 7 Kota Bengkulu that is English textbook from Kementerian Pendidikan dan Kebudayaan Indonesia (2015) do not cover the students’ need.

scholarly journals ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP PADA SOAL SPLDV

2019 ◽  
Vol 7 (1) ◽  
pp. 29
Author(s):  
Ainul Hikmah ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
Communication Skills ◽  
Writing Skills ◽  
Research Subjects ◽  
Communication Tools ◽  
Mathematical Communication ◽  
Mathematical Structures ◽  
Reading And Writing ◽  
Mathematical Ideas ◽  
Descriptive Research ◽  
Class Viii

Students' communication skills need to be described because they are used as communication tools in solving problems given. This study aims to find out and analyze students' mathematical communication skills and their obstacles to the topic of two-variable linear equation systems. This type of research is descriptive research. The research subjects consisted of 6 students divided in high, medium and low-ability students who were selected from 20 students, class VIII students of Riau Global IT Middle School Pekanbaru in 2018/2019. The method used is tests and interviews. The results obtained by the overall achievement were 70% of the achievement of indicators expressing mathematical ideas by speaking, writing, showing, and describing them visually, 66.7% for indicators of understanding, interpreting, and evaluating mathematical ideas presented in the form written, oral, or visual and 40% for the achievement of indicators using vocabulary, notation, and mathematical structures to represent ideas, describe relationships, and model situations. Whereas the obstacles to mathematical communication skills found are the ability of prerequisites that are not fulfilled, low reading and writing skills and low mathematical understanding of students.

scholarly journals Needs Analysis of the English Writing Skill as the Base to Design the Learning Materials

2018 ◽  
Vol 42 ◽  
pp. 00050 ◽  
Author(s):  
Andi Tenri Ampa ◽  
Hidayah Quraisy
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Needs Analysis ◽  
Learning Needs ◽  
Learning Materials ◽  
English Writing ◽  
Writing Skill ◽  
Descriptive Method

This research used a descriptive method. It was aimed at identifying students’ learning needs for the English writing skill as the base for designing the learning materials. Writing skill covered the analysis of the types of paragraph, types of text, the components of writing and paragraph development. The subjects of the research were the fourth semester students that consisted of 330 students. The samples were taken 15 % randomly, so the number of samples was 50 students. The research used a questionnaire as the instrument to get responses from the students about their learning needs. The results showed that the learning needs for the writing skills coped with the types of paragraph development, the types of text, and components of writing skill. The types of paragraph development included the ways by definition (79.7%), classification (67.0%), listing (59.3%), cause effect (47.7%), example (47.3%), and comparison (45.7%). The types of text consisted of description (66.0%), news items (59.7%), narration (58.7%), discussion (56.7%), recount (57.0%), and exposition (50.7%). The components of writing skill contained structure (79.6%), vocabulary (79.4%), content (62.0%), organisation (53.6%) and mechanic (34.0%). The implication of the findings would be the base of teaching and learning process, especially in designing the learning materials for the English writing skill.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

Sign in / Sign up

Export Citation Format

Share Document