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CURRICULUM INSTRUCTIONAL DEVELOPMENT (0)

Delsy Seran September 16, 2017

Name               : Fransiska Densiana Luruk

 

  1. Context

The context of the on Course in Makasar, namely English House is a social instution or extramural engaged in education. Located in  BTP. Jln  Raya Blok H No. 126. Tamalanrea

  1. Background

 

  1. The students and instution

English house is a social institution or extramural engaged in education, which is currently concentrated on the teaching of English in the form Tutoring and Consulting Learning to help students learn the latest strategies and innovations of today and also an ideal place for beginners, many who come to the english house with basic English skills, so don’t be afraid to learn because of can’t be can. English house is located in BTP.Jln  Raya Blok H No. 126. Tamalanrea

So in the course of this there are several programs including classes offered Speaking class, Class Communicative Grammar consists of speaking, vocabulary, grammar, and Class Toefl. Learn to start is Monday until Friday. If you take the Toefl grammar and usually no class on Saturday and Sunday. learning a language can be in school but if coupled with taking a course which was accompanied by a mentor or tutor. class vocabulary for friends who want to add to the list of vocabulary in English because  learn vocabulary in english house like that, we can  see a lot of students who have a good understanding of vocabulary and increase after completion of study in that place. Tutors are ready to help you learn, every day of the course is always required to speak in English so it can be  developing  our speaking.

Why I say the coyurse of use is cheap? because when compared to places other courses that require us to pay to millions of rupiah but not necessarily provide a change in our English language skills, better choose a cheaper but not cheap. Expensive is not necessarily good. Because of the ability to master the language is not influenced by how much we pay for the course, but English language skills influenced by how strong determination and willingness to really want to master it. Indeed, learning English can actually be done by self-taught by utilizing all existing learning media. But to have a tutor who are ready to assist you in any learning process will be very beneficial points once, you do not need to fear anymore because you are ready to rectify errors tutor you and guide you to the right direction of the learning process.

Number of students in English house is  50  students, subdivided into several sections classroom communicative grammar, speaking, vocabulary grammar, and TOELF.Each basic consist of  10 students, each level or class has a background education is different, Class vocabulary for friends who want to add to the list of vocabulary in English because  learn vocabulary in english house like that, we can see a lot of students who have understanding a great vocabulary and increase after completion of study in that place.In english house collecting all those who wished to learn English, from society, skull elementary, junior high scholl, senior high school, until the university student for learning English.

  1. Purposes of conducting needs analysis

The purposes of need analysis,  perform analyzes to knowing what methods and process teaching are applied by tutors and how condition of course English house as we look at comunicative grammar classes focus on skills  vocabulary in english house, for many students after learning has a good understanding of vocabulary.

 

  1. Specific focus of the needs analysis

Focus on this questionnaire aims is encouraged to provide answers, what methods are tutors apply during the process of teaching in courses in english house, so that the students after learning has many vocabularies and ability to understand the vocabulary

 

  1. Design questionnaire

 

Questionnaire

  • Why do you follow the course in English house because…………………..
  1. Nice
    1. Enough
    2. Very
    3. Very good
    4. Quite good
  • Do you feel interest to follow the course of english in English House because ….
    1. Very
    2. Enough
    3. Very good
    4. Nice
    5. Quite good
  • Are the facilities in the English House is sufficiency……………………………………..
    1. Very good
    2. Nice
    3. Quite good
    4. very
    5. Enough
  • Do tutor in English house in the teaching process to students is………………..
    1. Quite good
    2. Enough
    3. Very
    4. Nice
    5. Very good
  • Is teaching methods memorizing vocabulary n review before start meeting whom implemented by tutors ….
    1. Quite good
    2. Enough
    1. Very
    2. Nice
    3. Very good
  • With the guidance and direction of tutor to memorize vocabulary and review order to develop your skills do you feel motivated to ask questions about things you don’t
    1. Very
    2. Enough
    3. Very good
    4. Nice
    5. Quite good
  • Do you find it difficult to understand what is currently applied by tutors in learning English vocabulary …………………………… ……….
    1. Very good
    2. Nice
    3. Enough
    4. Very
    5. Quite good
  • Do you feel……to learn vocabulary can solve your problem in learning English?
    1. Enough
    2. Quite good
    3. Very
    4. Very good
    5. Nice
  • How tutor apply the material vocabulary in English and if you like it?
    1. Very good
    2. very pretty
    3. Nice
    4. Enough
    5. Very
  • Do you like learning vocabulary with the method adopted by memorizing vocabulary tutor before the start of classes?
    1. Enough
    2. Very
    3. Quite good
    4. Very good
    5. Nice
  • By using method like this, do you have motivated to continue and improve your vocabulary?
    1. Enough
    2. Very
    3. Nice
    4. Very good
    5. Quite good
  • Do you find it easier to remember new vocabulary and vocabulary that you have when you studied in Englih house?
    1. Very
    2. Enough
    3. Very good
    4. Quite good
    5. Nice
  • Based on your opinion, how the tutor taught using methods like this, do you find it enjoyable?
  1. Enough
    1. Very
    2. Nice
    3. Quite good
    4. Very good
  • Do you feel….. there is increased after learning vocabulary in English House
  1. Enough
    1. Nice
    2. quite good
    3. very good
    4. very
  • What is your suggestion to the course of English House?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. One of the parameters to assess whether your questionnaire is feasible is found in APPENDIX 1: Designing questionnaire (p. 72-73). You need to use these check lists in checking whether your questionnaire worth distributing
    Retype the check list “The Types of information asked for” (page 72), “How questions are worded” (page 72) and “The type of items in the questionnaire” (page 73) on a separate piece of paper. (0.5)

 

  1. The types of information asked for
    1. Is die question really necessary? How will the information it provides be used?
    2. Are other questions needed on this issue?
    3. Can the respondents answer this question? Do they have sufficient information (e.g., to answer a question such as “How much English do your students use outside of class?”)?
    4. Should the question be made more specific and more closely related to the respondents’ personal experience?
    5. Is the question biased in one direction? (E.g., “Do you agree that a communicative Approach is the best way to teach a language?”
    6. Will the respondents be willing to give the information asked for? (E.g., “Does your teacher know how to teach English?”)
    7. Is it appropriate to ask this question? (E.g., “How old are you?”)

 

  1. The questions are worded
  2. Can the question be understood? Is the wording unambiguous?
  3. Can the question be shortened? (Aim for not more man 20 words.)
  4. Does it contain vocabulary likely to be known by the learner?
  5. Does the question contain any unstated assumptions? (E.g„ “In your college

English course, did you… ?”)

  1. Are there any prestige questions, that is, which students are likely to try to answer to give a good impression of themselves? (E.g., “Have you used the things you have been taught out of class?”)
  2. Is the wording biased or emotionally loaded in any way? g) Would a more personalized (or less personalized) version of the question be better?
  3. Is the answer to the question likely to be influenced by the content of preceding questions?

 

  1. The type of items in the questionnaire
  2. Open question: one that can be answered freely and where no kind of choice is required in the answer
  3. Closed question: one that is answered by choosing alternatives provided
  4. Checklist: a set of terms that describe different attributes or values
  5. Rating scale: a value is given on a scale (e.g., between “strongly agree” and “strongly disagree”)
  6. Ranking: items are ranked (e.g., from 1 to 9) according to some criteria
  7. Inventory: a list that the respondents mark or check in some way

 

  1. WHEN FINISH COMPLETING YOUR QUESTIONNAIRE, ask these people to ANSWER the THE CHECKLISTS ON PAGE 72 and 73) (their responses to these check lists must be enclosed in your mid-term project report). (8)
  2. The types of information asked for

 

  1. Is die question really necessary? How will the information it provides

Be used? Only one of the students said yes, according to this information he is providing them to know what constraints they have and developed

 

  1. Are other questions needed on this issue?

Two of the students said enough for the question to be required  natural questionnaire and one  student said no, he had enough questionnaire

 

  1. Can the respondents answer this question? Do they have sufficient information

(e.g., to answer a question such as “How much English do your students use outside of class?”)?

Based on my observations of them can answer this question, they are easy to answer this question because the questionnaire requested by the students is Indonesian but I have to provide clear information.

 

  1. Should the question be made more specific and more closely related to

The respondents’ personal experience?

All of the students said yes

 

  1. Is the question biased in one direction? (E.g., “Do you agree that a communicative

Approach is the best way to teach a language?”)

 

Two of the students  had said no, because the question diverse, one student said yes, communicative is the best way to teach the language.

 

  1. Will the respondents be willing to give the information asked for? (E.g., “Does your teacher know how to teach English?”)

All participants have said yes but, they have the perspective of the difference of how teachers mengaja r English, two participants said that every teacher has each method in improving the vocabulary of the English , one participant said in kuesionaire method can improve memorizing vocabulary.

 

  1. Is it appropriate to ask this question? (E.g., “How old are you?”)

All participants answered yes. Because age is also one of the factors that affect it.

 

  1. How the questions are worded
    1. Can the question be understood? Is the wording unambiguous?

According to the answers of the questionnaire I gave the students a little bit ambiguous because kuesionare in Indonesian there are said that easier to answer.

 

  1. Can the question be shortened? (Aim for not more man 20 words.)

Two students  said no, because if abbreviated will be  respondents confusion

 

  1. Does it contain vocabulary likely to be known by the learner?

Two participants said no, because if abbreviated will membingungan respondents

All students answered yes, because nominally as a respondent before asking donor questionnaire in Indonesian so they can help fill quesionnaire

 

  1. Does the question contain any unstated assumptions? (E.g.„ “In your college

English course did you…?”)

All the students said no because they were the first time to join the English language course

  1. Are there any prestige questions, that is, which students are likely to try to answer to give a good impression of themselves? (E.g., “Have you used the things you have been taught out of class?”)

One of the students said yes because it is based on a questionnaire I gave, they can deal with questions about a good impression refers to the way of teaching tutor is easy to understand and always remember.

 

  1. Is the wording biased or emotionally loaded in any way? g) Would a more personalized (or less personalized) version of the question be better?

All of the students said yes

 

  1. Is the answer to the question likely to be influenced by the content of preceding questions?

All the students said yes, they answered the questionnaire is very easy and also the effect more than the previous statement

 

  1. The type of items in the questionnaire

 

  • Open question: one that can be answered freely and where no kind of choice is required in the answer.

All the students said that in my questionnaire before they face the questionnaire

 

  • Closed question: one that is answered by choosing alternatives provided

All of the students said that my questionnaire before, they do not face their enclosed questionnaire for the first time mengisis quesionnaire

 

  • Checklist: a set of terms that describe different attributes or values

All of the students said there different questionnaire I gave before that they have not experienced of  questionnaire checklist

 

  • Rating scale: a value is given on a scale (e.g., between “strongly agree” and “strongly disagree”) Two students said yes, because i used type rating

 

  • Ranking: items are ranked (e.g., from 1 to 9) according to some criteria

All of the students said nothing they are ready

  • Inventory: a list that the respondents mark or check in some way,

One  student saying  ready

 

 

  1. Provide a brief review of the pilot study of needs analysis (15)

The pilot study was conducted on Friday, 2nd March at 04 pm. At first, I asked for permission from the head organizer of the course and meet with tutors communicative grammar to talk about this project. After that, I asked him to call the students to answer my questionnaire. I split a questionnaire to students who take the class vocabulary class size was just 6 people. I’m really lucky because the students do the questionnaires smoothly to completion.

In this pilot project, I worked 3 students (of 6 people in the class vocabulary) I chose these three because they are good students and quickly mastered what was taught in memorizing and review  vocabulary before starting the meeting and always aktive and present each course. Therefore, I hope that the information and answers they give will be useful to develop the ability to learn vocabulary in English in the course in English House

When I give this questionnaire, before I explain to they student because they did not understand what they questioner wanted to know what this is for. Therefore, I explained that this questionnaire is the duty of my teacher and I need their time to help me do it.

So I just explain the old question and I leave them answered. The  first  i will  gave quesionnaire in English but they do not understand a lot of vocabulary, and many students  are confusing, finally I give quesionnaire in Indonesian, When answering questions, three students asked almost the same question related to how the importance of studying in English House because these methods make them develop English them even though they are not familiar with a few words on the questionnaire, such as “resigns”, “Benefit” and “advice” how important memorize, therefore, I was told them meaning and they continued. when they finished, I handed out the “check list” of the book Richard. The checklist is quite difficult to answer. Therefore, I helped them translate what implied checklist. However, not all  understood about it. thus, they are  answered all checklist although there are confusing, but they are trying to answer them all. Once they are all done to doing it, during the start of class and until finished.

 

  1. Administer the needs analysis: Briefly report what you do when you administer the needs analysis (the report includes but not limited to how many and who will be the sources of information for this the needs analysis) (25)

The actual project was given on Saturday at 04.00 pm at the beginning of the class. The participants are students of students who take courses in English house derived from two different values (7th and 8th grades). In this project, I take the data from class because the class complete vocabulary in this month only class vocabulary, actually there are 10 people siswa.tapi 4 out of 10 student was not active in any class. However, only a few students who took part in the quesionnaire filling, and 4 student inactive do not come to fill for several reasons; two org students joined the course Toefl and science, speaking, while the remaining two students  inactive for many activities

In carrying out needs analysis, I wrote a questionnaire in English. This is because I want to see how the students answered the questionnaire in English whether they understand or not. But eventually they did not understand and I also make kuesionare in indonesia language, since before the start I told them to ask and provide solutions as well, so they said test questionnaire in Indonesian so we easily understood. In this project, I worked with several people (English house). And besides that da house an english tutor helps me to distribute questionnaires, and record what happens during the session questionnaire, put all the questionnaires together. I asked the facilitator to note something happens during the session. For example: the attitude of the students, their responses, and what the students were asked during this analysis.

There are some notes I get during the analysis. The first student to ask for it in Indonesian quesitonnaire though easy to understand, because students do not understand the English-language quesionnaire Students are not familiar with some of the vocabulary, such as “apply the material, advice, benefit, methods, guidance tutor, and develop”. Therefore, I and several other tutors explain the words more and more. Another thing that is important is that the answers to questions that are asked what you feel in the course, some “good / quite / very / fairly good / very good” questions need to be extra or follow up questions or even more options, not just answered “good / enough”. Etc

Second, because the kuesinare written in Indonesian, so all students easily understand and are familiar vocabulary, some students get a little difficulty in understanding the meaning of the questionnaire. It happened because the students filled out a questionnaire after they got it and the words there is a little confusing so they hanay asked n ask that they do not understand any but not all student just two people, so I have no clearer explanation before filling the questionnaire ,

  1. Briefly A nalyse you Obtain the responses from the questionnaire distributed (19).

The purpose of this analysis is necessary to determine whether teaching methods and processes adopted by the tutor, how interesting and easy to understand and diingat.karena after completion of the course in the English house many students with vocabulary and what she learned she always remembered. In a more specific reasons, this questionnaire aims to provide important answers about what items are implemented so that students always remember what he learned to focus on vocabulary, Based on the above objectives, response analysis will focus on some of the questions and answers from the questionnaire.

To determine whether the method and process of teaching in applied is attractive, easy to remember what students learn in English class house focusing on vocabulary, we can refer to several factors; First, the student responses to direct questions. Based on the responses obtained from questionnaires, from 6 participants, 4 of them such as teaching methods and processes are applied that are used in this course. Although there are no further questions, but I would assume that is prepared and various methods in the learning process is the key point of this course is to make students have a lot of vocabulary and ability in English. Therefore, the students love it and always enthusiastic. So i claim  the answer questionnaire analysis, it is evident that applying the methods and processes taught in the course English house for class vocabulary is very interesting and easy to remember using the back memorize or review vocabulary given by the tutor of 20 words each meeting. So every meeting always review what happens in the student has an ability to learn English and the number of vocabulary

Second, the duration of the study could also imply that students are very interested in the methods and processes taught in this course because the course they are interested in a way that is applied by the tutor. grade vocabulary in english house number every 10 students but four students have followed a course semester 1 but only within a week and even then they are not active in the course, while some others for the first time joined by his name courses so they take stages, first class vocabulary. because we have a lot of vocabulary that is very important and how to practice. And they heard the information point of the course is very nice, a lot of students after completion of the course have considerable ability, fund what they learn to always keep in mind. This shows that the longer they join, the more interesting this program. However, other issues must be put into the account. About 4 out of 10 students who withdrew from the program. Therefore, some more information to be gathered to find the problem.

There are three main items in the course program a brand of music, games, memorize and reiterated the shared vocabulary every meeting, and every meeting have 20 words are divided for students to learn at home. fun teaching, and class projects. Class games is the most favorite item because it was chosen by the majority of students. The use of the game in the course program has become an undeniable power to attract students. Internet source (Windi, image of the country) The game also can play an important role in a study, in addition to a fun activity for the students, the game also makes students feel welcome and comfortable at saaat learning. They also seemed very enthusiastic in learning. Some of the games that I have applied in learning the English language is, crossword puzzles, word searches, mention the word at random, matching and grouping also kataDari learning to use a game I could see some benefit to be gained in a learning, among others:

  1. Interactive learning environment becomes.
  2. Improve and sharpen understanding of English vocabulary.
  3. Relieve boredom and excite student learning.
  4. Students can work with both groups and help each other.
  5. Students actively asked when they can not understand the instructions.

In the last questioner, we came up with suggestions. Most of the students are very interested in the process of teaching and the methods used, the majority stated that memorizing sebaiknyaa tailored to the age and level of understanding of students and some states rote memorization and recall of vocabulary given so that they always remember what they learn. I can assume that students need to learn diluaar classes in learning English.

  1. State at least two aspects of the profile communicative needs (see Richards, 2001, chapter 2, p. 34 or Munby (1978)) that you Obtain from this analysis (10)

 

After conducting a needs analysis, I found four aspects of communicative needs profiles as stated on Richards 2001. They are personal, goal, setting, and the target level. Personal aspect refers to the student’s background, such as age, background and sex of English language proficiency. Students who are employed in this project have a different English language proficiency. In terms of goals, it was clearly stated at the outset that the purpose of the analysis of the needs analysis was to determine whether the method and how the process of teaching tutor who applied in the program courses English House Interesting or not, and how students have many vocabulary Therefore, aspects of interest has been expressed.

  1. Reflect on the above procedures you’ve been through, and state some important personal lessons learnt from this project. (6)

 

The experiences and lessons that I gained by procedure requires analysis is what the methods used in English language courses, whether appealing to students is a method restates the vocabulary learned previously, always keep in mind what is learned, in order to improve and sharpen understanding of the vocabulary in place courses , And I also experienced how to make the questionnaire and, as if the way to analyze it with their meet this project, so in general we as teachers in the teaching process or apply the method to be back on the student whether the method is attractive or not, can develop students’ skills so we as teachers must anticipate what students need then we learned about the need analysis.

 

 

 

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