THE STAGES AND ELEMENTS OF

EFL CURRICULUM DESIGN: NEED

ASSESSMENT AND IDENTIFYING
NATIONAL STANDARDS OF
EDUCATION.
EFL CURRICULUM ANALYSIS
Iman Hilmansyah
Wawan Setiawan
Rezki Firdaus

THE PURPOSE OF NEED

ANALYSIS
Learners needs of ESL (see Richards,

Finding out appropriate language skills

Determining the success of the language program

2001:52).

Determining

students particular language skills

Learner's
needs in a language for
the gap between students ability and need

Identifying

Identifying the important change

specific
purposes.
Collecting

information about learners problem

Learners needs in EFL context.

WHAT ARE NEEDS?

Describing the difference
between what a learner can
presently do in a language and
what he or she should be able to
do.

THE USER OF NEED ANALYSIS

AND
THE TARGET POPULATION
The target

The users
population
In EFL school
In a school
context
environment
Sampling
In a private
language institute
A person or group of
persons with a right
to comment on, and
have input into, the
curriculum process
offered in schools.

ADMINISTERING THE NEED

ANALYSIS
Depending

the scope and demands of

the need analysis.

PROCEDURES FOR
CONDUCTING NEED ANALYSIS
The

kind of information obtained is

often dependent on the type of

procedure selected.
Triangular

approach is advisable.

Disadvantages :
Advantages :

The information

It is easy to prepare.

obtained may be fairly

It can be used with

superficial.

large number of

The badly designed

subjects.

questionnaires.

The obtained
information is easy to
tabulate and analyze.
It can also be used to
elicit information about

Self-rating
This consists of scales that students
or others use to rate their knowledge
or abilities.
It provides only impressionistic
information.

Interview
Advantages :

Disadvantage :

It

It

allows a more in depth

exploration of issues.
It

may be useful at the

preliminary stage of designing

a questionnaire.

takes longer to administer.

Meeting
Advantage :
It allows a large

Disadvantage :

amount of

Information

information to be

obtained may be

collected in a fairly

impressionistic and

short time.

subjective.

Observation
Advantage :

Disadvantage :

It

The

draws a conclusion about the

target populations needs.

members of the target

population do not perform well

when being observed.

Collecting Learner Language

Sample
It

gives information how well

the learners perform on

Written

and oral tasks

Simulations

or

different language tasks.

role-plays
Achievement

test

Performance

tests

Task Analysis
It

analyzes the kinds of tasks the learners will have to carry out.

Case Study
It

provides the specific information about a part of group or community

studies.

Analysis of Available
Information
It analyzes various sources including books, journal articles, reports, surveys,
records, and files.

 Review of the
questionnaires
Piloting of the
Literature survey
Survey questionnaires
questionnaires
DESIGNING THE
NEEDS
Selection of staff and
Contact with others
ANALYSIS
students subjects
who had conducted
Developing a schedule
similar surveys.
Gravatt, Richards,
& Lewis
Interviews with
for collecting data
(1997)
proposed
a number of
Administration
teachers to
determine
of procedures inquestionnaires
goals.
Follow-up interviews
Identification
of
investigating
language
Tabulation of responses
participating
needs of non-English Analysis of responses
departments.
background
a report and
Writing at
Presentation
up of
of project students
recommendations
proposal to
New Zealand university.
participating
departments.
Development of a pilot

Initial
questionn
aire

Follow-up
individual
and group
interviews

Ongoing
classroom
observati
on

Meeting
with
students

Tests

Meeting
with other
teachers

a full written
document

see Richards (2001:64)

Situations in which English frequently

used.
a short
Situations
in which difficulties are summary
encountered.
a newsletter
Comments most often made by people
on learners
document
performance.
MAKING USE OF
THE
Frequencies
with which different
transactions are
INFORMATION
OBTAINED
Learners
The
carried
out. results
of need analysis are
a group
Perceived
Aview
meeting
difficulties with different
of of
summarized
inaspects
the form
discussion
ranked
language
use. lists.
Preferences
for different
of activities
in
Academics
The needs
do notkinds
automatically
imply
to
teaching.
make
a change.
Frequencies of errors made in different
view types of
The needs are not objective facts but
situations or activities.
subjective
interpretations
of
Employers
Common
communication
problems
ininformation.
different
The format for reporting the findings.
situations.
view
Suggestions and opinions about
different aspects of
learners problems.

the
g
siting with
n
s
i
A
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Pro
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Providing
o
eveloping
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BENEFITS
OF
THE
RESULTS
OF
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i
t
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i
for
x
an e ANALYSIS
NEED
a
or
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o
r
ap
for a
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Provid
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in
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P
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STANDAR NASIONAL
PENDIDIKAN
(SNP)
Fungsi dan Tujuan

STANDAR NASIONAL PENDIDIKAN

(SNP)
Fungsi

: Dasar perencanaan,
pelaksanaan, dan pengawasan
pendidikan untuk mewujudkan diknas
yang bermutu
Tujuan : Menjamin mutu diknas dalam
rangka mencerdaskan kehidupan
bangsa dan membentuk watak serta
peradaban bangsa yang bermartabat.

LINGKUP STANDAR NASIONAL

PENDIDIKAN
Standar isi
Standar proses
Standar kompetensi lulusan
Standar pendidik dan tenaga
kependidikan
Standar sarana dan prasarana
Standar pengelolaan
Standar pembiayaan
Standar penilaian pendidikan.

KERANGKA DASAR DAN

STRUKTUR KURIKULUM
KERANGKA DASAR

STRUKTUR
KURIKULUM

Tatanan
Konseptual
Kurikulum yang
dikembangkan
berdasarkan
SNP

KOMPETENSI
INTI
KOMPETENSI
DASAR
MUATAN
PEMBELAJARA
N
MATA
PELAJARAN
BEBAN
BELAJAR

Landasan
filosofis,
Landasan
sosiologis,
psikopedagogi
s, dan yuridis
sesuai dengan
SNP

LANDASAN YURIDIS
UU No. 20 Th. 2003 Tentang
Sistem Pendidikan Nasional

Pasal
36

Dengan prinsip
diversifikasi sesuai
dengan satuan
pendidikan, potensi
daerah, dan
peserta didik.

Mengacu pada
standar nasional
pendidikan untuk
mewujudkan tujuan
pendidikan
nasional.

LANDASAN YURIDIS
UUD SISDIKNAS

PP 32 TAHUN
2013
PERATURAN
PEMERINTAH
NOMOR 54, 65,
66, 67, 68, 69,
70 TAHUN 2013

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI LULUSAN
PENILAIAN/EVALUASI

PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI LULUSAN
PENILAIAN/EVALUASI

Standar kompetensi lulusan

digunakan sebagai pedoman
penilaian dalam penentuan kelulusan
peserta didik dari satuan pendidikan.
PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI
LULUSANDasar dan
Kerangka
Struktur Kurikulum
PENILAIAN/EVALUASI
beban belajar
Kurikulum Tingkat Satuan
Pendidikan
Kalender
Pendidikan/Akademik

PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI
LULUSAN
Pendidik
harus memiliki
kualifikasi akademik dan
PENILAIAN/EVALUASI
kompetensi sebagai agen
pembelajaran, sehat
jasmani dan rohani, serta
memiliki kemampuan
untuk mewujudkan tujuan
pendidikan nasional

PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
Proses pembelajaran
interaktif, inspiratif,
KOMPETENSI LULUSAN
menyenangkan,
menantang,PENILAIAN/EVALUASI
memotivasi peserta
didik untuk
berpartisipasi aktif,
serta memberikan
ruang yang cukup
bagi prakarsa,
kreativitas, dan
kemandirian sesuai
dengan bakat,
PENDANAAN
minat, dan
PENGELOLAAN
perkembangan fisik
serta psikologis
peserta didik

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI LULUSAN
PENILAIAN/EVALUASI

Penilaian hasil
DIKDASMEN
penilaian hasil
penilaian hasil
penilaian hasil

belajar peserta didik:

belajar oleh pendidik
belajar oleh satuan pendidikan
belajar oleh Pemerintah
PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI LULUSAN
Persyaratan minimal tentang:
PENILAIAN/EVALUASI
Sarana :perabot, peralatan
pendidikan,
media pendidikan, buku dan sumber belajar
lainnya, BHP
Prasarana: R.kelas, R.pimpinan satuan
pendidikan, R.pendidik, R.tata usaha,
R.perpustakaan, R.laboratorium, R.bengkel
kerja, R.unit produksi, R.kantin, instalasi
daya dan jasa, tempat berolahraga, tempat
beribadah, tempat bermain, tempat
berkreasi
PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
Persyaratan minimal tentang:
KOMPETENSI LULUSAN
Biaya Investasi meliputi biaya penyediaan sarana dan prasarana,
pengembangan sumberdaya manusia, dan modal kerja tetap
PENILAIAN/EVALUASI
Biaya Personal meliputi biaya
pendidikan yang harus dikeluarkan
oleh peserta didik untuk bisa mengikuti proses pembelajaran
secara teratur dan berkelanjutan
Biaya Operasi meliputi gaji pendidik dan tenaga kependidikan serta
segala tunjangan yang melekat pada gaji, bahan atau peralatan
pendidikan habis pakai, dan biaya operasi pendidikan tak langsung berupa
daya, air, jasa telekomunikasi, pemeliharaan sarana dan prasarana, uang
lembur, transportasi, konsumsi, pajak, asuransi, dan lain sebagainya

PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI LULUSAN
PENILAIAN/EVALUASI

PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI LULUSAN
PENILAIAN/EVALUASI

PENDANAAN
PENGELOLAAN

STANDAR NASIONAL
PENDIDIKAN
KOMPETENSI LULUSAN
PENILAIAN/EVALUASI

PENDANAAN
PENGELOLAAN