scholarly journals NEEDS ANALYSIS FOR ENGLISH TEACHING/ CURRICULUM DEVELOPMENT IN INDONESIAN SENIOR HIGH SCHOOLS

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Risuli Hutauruk
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Daily Life ◽  
Present Situation ◽  
Needs Analysis ◽  
Digital Tools ◽  
The Internet ◽  
Teaching English ◽  
Situation Analysis ◽  
Teaching Curriculum

Although Indonesian students have learnt English for 6 years when they graduate, there are still many of them who cannot speak the foreign language. One of the important factors which must be taken care of is the syllabus or curriculum of teaching English. The syllabus should be prepared in such a way so that it can match the needs of the students and, in the end, can function well to make students able to speak English when they graduate. A small research has been made to find the target situation analysis, objective needs analysis, subjective needs analysis and present situation analysis (Dudley-Evan & St. John, 1998). The respondents of the research are students from private and government senior high schools. All the respondents belong to Gen Z, who are used to using digital tools and the internet in their daily life. The results show that Gen Z prefers to use digital tools in learning English at school. This study is expected to propose a syllabus design which deploys technology or digital tools in teaching.

scholarly journals DISTANCE LEARNING IN TEACHING ENGLISH: ADVANTAGES AND DISADVANTAGES

2021 ◽  
pp. 71-79
Author(s):  
Tetiana Kravchyna
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
New Technologies ◽  
Independent Study ◽  
Foreign Languages ◽  
The Internet ◽  
Full Time ◽  
Teaching English ◽  
Psychological Traits ◽  
Advantages And Disadvantages

Foreign languages e-learning has gained in a great importance because of growing interest in the Internet. It becomes a very popular method due to its accessibility, simplicity and availability, which contribute to improvement of spectrum and quality of distance learning in teaching English in higher educational establishments in pandemic conditions. Mechanism of education is a key process of human life, which determines the personality development. Fast pace of information technology development brings on displacement of traditional learning in higher education establishments with more modern methods including distance learning in teaching English. This article attempts to reflect the current trends in foreign language learning using distance technology. Currently, new technologies and the Internet allow the person to gain the necessary knowledge without leaving home, using a personal computer. This article considers the advantages and disadvantages of distance learning in teaching a foreign language compared to full-time and part-time education. The survey has confirmed that quality and structure of educational courses are usually much better with distance learning than with traditional training forms. Distance learning comprises all actual learning methods and suggests a large number of assignments designed for independent study, with the probability of obtaining day-to-day consultations. It uses the latest accomplishments of interactive and information technologies and gives equal educational opportunities to students regardless of health, place of residence, financial security and elitism. Besides, the disadvantages of this form of learning over other forms and the reasons why distance education may be ineffective are given and explained in the article (lack of face-to-face conversations, one-side explanation and lack of constructive skills). The student must also have certain psychological traits and technical means such as a computer and an access to the Internet. The conclusions made as a result of the comparison allow to determine the areas that need special attention, as well as to choose the most convenient tools for effective learning of foreign languages and English, in particular.

scholarly journals Designing an English Syllabus for Teachers of biMBA AIUEO

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Siti Tuti Alawiyah
Keyword(s):  
Present Situation ◽  
Needs Analysis ◽  
Learning Situation ◽  
Situation Analysis ◽  
English Curriculum ◽  
English Class ◽  
Teacher's Knowledge ◽  
English Subject

<p>Nowadays, the numbers of pre-schools (Pendidikan Anak Usia Dini) which is established by Rukun Tetangga in society and also established by foundation or personal are getting increased. In a such condition, it makes parents think to deliver their kids to study in a pre-school that provides English Curriculum. Therefore, school foundation always tries hard in order to be the best school which has English lesson. At first, biMBA (bimbingan minat baca anak) only provides calistung program (baca tulis hitung). Due to the request from parents and the reality that many pre-schools have provided English subject, Mitra (who manage) biMBA decided to open English class in biMBA. Unfortunately, many teachers at biMBA AIUEO do not have English background. It can be assumed that they might produce mistakes and errors in pronunciation and spelling. That is why, English course is necessary to improve their English skills mainly at pronunciation and spelling. Before designing the course, needs analysis should be conducted in order to know what teachers need during the course later. The steps will be begun through distributing questionnaires to the teachers and an interview with their Mitra to obtain more insights about teacher’s knowledge. Afterwards, the results of the needs analysis will be interpreted to design a syllabus for them. It is believed that the syllabus based on learner’s needs will be more effective, and the learners’s goal to learn English can be achieved as well.</p><p><em><br /></em></p><p><strong><em>Keywords: </em></strong><em> Teachers biMBA AIUEO, ESP, Needs Analysis, Present Situation Analysis (PSA), Learning Situation Analysis (LSA), Target Situation Analysis, Syllabus</em><em></em></p>

scholarly journals Needs Analysis in EFL Teaching in Greece: The Teachers’ Stance

2019 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Marina Chatzikyriakou ◽  
Makrina Zafiri
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Course Design ◽  
Needs Analysis ◽  
Teaching English ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Syllabus Design

The present research aims at identifying the way teachers in the Greek private sector become aware of their students’ needs and how they implement this knowledge in course and syllabus design. More specifically, teachers’ beliefs on the role and effectiveness of needs analysis in course and syllabus design were explored through both qualitative and quantitative research methods. The reason for conducting a study of this kind and caliber is the fact that syllabuses are mainly test-oriented within the context of Teaching English as a Foreign Language (TEFL) in private institutes in Greece, as obtaining certificates is the primary goal, and teachers are asked to align courses and syllabuses to their students’ needs. The findings revealed that teachers acknowledge the significance of needs analysis and implement their findings in course design. They also revealed the methods they use in order to become aware of their students’ needs. These results will benefit EFL teachers who want to maximize their potential and facilitate their students’ learning.

scholarly journals New Technologies, Multiple Literacies and Teaching English as a Foreign Language

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 1-26
Author(s):  
Silene Cardoso
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Web 2.0 ◽  
Professional Practice ◽  
New Technologies ◽  
Digital Tools ◽  
Multiple Literacies ◽  
Teaching English ◽  
The Third ◽  
Further Development

Abstract This article presents and briefly discusses the results from a survey conducted with English teachers of the third cycle and secondary education in Portugal as part of a study on multiple literacies and Web 2.0 in English as a foreign language (EFL) classroom (Cardoso). Based on the answers provided, it can be assumed that among this group of teachers, new technologies tend to be part of their professional practice. However, it is unclear if digital tools have been used to actually promote more innovative ways of teaching or just as a different way to approach more traditional methods. Moreover, it seems that suitable guidance, training and further development of appropriate materials are required to facilitate and better integrate new technologies in the EFL classroom.

Research on Design & Development for Multimedia Curriculum Resources in Foreign Language and Literature

2014 ◽  
Vol 971-973 ◽  
pp. 2524-2527
Author(s):  
Li Guo Wang
Keyword(s):  
Foreign Language ◽  
The Internet ◽  
Internet Resource ◽  
English Learning ◽  
Teaching English ◽  
Constructivist Learning Environment ◽  
Future Directions ◽  
College English ◽  
Language And Literature ◽  
Self Learning

Internet not only has a wealth of English learning resources, but especially suitable for implementing constructivist learning environment, promote student self-learning personalized. Based on the investigation on the basis of practice and teaching explores the development of college English teaching English using the Internet resource feasibility and effectiveness of proposed future directions and recommendations for reform.

English Teaching and Andragogy in Transitioning Students from Secondary to Higher Education in China

2017 ◽  
pp. 200-219
Author(s):  
Victor X. Wang ◽  
Theresa Neimann
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching Method ◽  
Knowledge Transmission ◽  
Teaching English ◽  
Chinese Teachers ◽  
Higher Education In China ◽  
Education In China

This study investigated the potentiality for Western andragogy as a teaching method in China's high schools, particularly in teaching English as a foreign language (ESOL). A well-accepted instrument was modified and utilized for this study. Chinese teachers of English taught andragogically to some extent such as personalizing instruction, relating to experience, assessing student needs and climate building. The findings showed these teachers taught the lower levels of Bloom's (1956) taxonomy, which are characterized by rote learning, memorization, knowledge transmission, lecturing, and focusing on exams (Li & Cutting, 2011). These teaching methods run contrary to Western democratic approaches characterized by negotiating curricular priorities with students, giving out learning contracts and using learning portfolios instead of exams and involving students when planning lessons. The Western style of teaching is believed to contribute to the communicative/collaborative learning process when it comes to learning as a foreign language such as English.

e-Bridge to Mobility

2013 ◽  
pp. 81-100
Author(s):  
Maria Elena Aramendia-Muneta ◽  
Juan Ramón Galarza-Lanz ◽  
Marta Mañas-Larraz
Keyword(s):  
Foreign Language ◽  
Mobile Phones ◽  
Opportunity To Learn ◽  
The Internet ◽  
Teaching English ◽  
Job Market ◽  
Communication Tools ◽  
Project Participant ◽  
Country Specific

Its main goal is teaching English, German, and Spanish, and gaining knowledge about the country that the project participant intends to visit. The products and information regarding country-specific characteristics of UK, Germany, and Spain are complementary to the course. e-Bridge supports adjustment to the requirements of the European job market, and its users have the opportunity to learn a foreign language with the aid of innovative communication tools, such as the Internet and mobile phones.

scholarly journals Analisis Kebutuhan dalam Pengembangan Bahasa Asing dI UIN Imam Bonjol Padang

2019 ◽  
Vol 7 (1) ◽  
pp. 29-44
Author(s):  
Asrina Asrina ◽  
Abdul Manan Sihombing
Keyword(s):  
Foreign Language ◽  
Needs Analysis ◽  
Foreign Languages ◽  
Language Training ◽  
Situation Analysis ◽  
Need Analysis ◽  
Long Time ◽  
Arabic And English ◽  
Evaluation And Monitoring ◽  
Indicators Of Success

Learning foreign languages, especially Arabic and English at the Imam Bonjol State Islamic University in Padang has been going on for a long time but the results have not been as expected and are seen as not satisfying stakeholders. For this reason, it is necessary to conduct research on the programs that are run based on the need analysis   for training foreign languages. Need analysis is the process of finding gaps between what people know, do, or feel and what they have to know, do, or feel in order to be able to do competently. Therefore, needs analysis is planned and carried out to obtain a number of data or information about conditions and needs. Needs analysis helps organizations and individuals to find solutions. Needs analysis is needed before implementing the program to see gaps or differences between ideal and optimal conditions. The results of the needs analysis inspire the design of the type of program, the objectives and indicators of success, the structure of the program, the material, the evaluation and monitoring system, and the criteria for the participants and relevant resource persons. Through this research, Present Situation Analysis, Target Situation Analysis and Expected Improvements were carried out. From the analysis carried out it can be concluded that the foreign language training that has been conducted has not yet fulfilled expectations and has not been maximized, therefore comprehensive improvements need to be carried out from various sides.

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