Indonesian English as a foreign language teachers’ instructional curriculum design: revealing patterns of needs analysis

Anita  Triastuti; Abdolmehdi Riazi

Indonesian English as a foreign language teachers’ instructional curriculum design: revealing patterns of needs analysis

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

Needs analysis in school contexts has not been much researched despite the strategic role of needs analysis in providing essential curriculum development-related information (Brown 1995, Richards 1990, 2001). The present study intended to examine Indonesian English as a Foreign Language (EFL) teachers’ patterns of conceptualizations in analyzing student needs. Such patterns were portrayed within a larger study on teachers’ conceptualizations of Pedagogical Content Knowledge (PCK) as represented in their instructional curriculum design. A qualitative multiple-case study involving purposive within-and cross-case sampling techniques (Miles et al. 2014, Stake 2006, Yin 2014) was employed to select three experienced and three inexperienced EFL teachers of public junior high schools in the Yogyakarta Province, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews were conducted. The cross-case comparisons revealed that the teachers’ patterns of conceptualizations in analyzing needs were characterized by the form and sources of needs analysis.

Original language	English
Title of host publication	ELT in Asia in the digital era
Subtitle of host publication	global citizenship and identity: proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching
Editors	Suwarsih Madya, Fuad Abdul Hamied, Willy A. Renandya, Christine Coombe, Yazid Basthomi
Place of Publication	London
Publisher	Routledge, Taylor and Francis Group
Pages	161-171
Number of pages	11
ISBN (Electronic)	9781351217040, 9781351217064
ISBN (Print)	9780815379003
Publication status	Published - 2018
Event	Asia TEFL (15th : 2017) and TEFLIN International Conference on English Language Teaching (64th : 2017) - Yogyakarta, Indonesia Duration: 13 Jul 2017 → 15 Jul 2018

Conference

Conference	Asia TEFL (15th : 2017) and TEFLIN International Conference on English Language Teaching (64th : 2017)
Country/Territory	Indonesia
City	Yogyakarta
Period	13/07/17 → 15/07/18

Cite this

Triastuti, A., & Riazi, A. (2018). Indonesian English as a foreign language teachers’ instructional curriculum design: revealing patterns of needs analysis. In S. Madya, F. Abdul Hamied, W. A. Renandya, C. Coombe, & Y. Basthomi (Eds.), ELT in Asia in the digital era: global citizenship and identity: proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching (pp. 161-171). Routledge, Taylor and Francis Group.

Triastuti, Anita ; Riazi, Abdolmehdi. / Indonesian English as a foreign language teachers’ instructional curriculum design : revealing patterns of needs analysis. ELT in Asia in the digital era: global citizenship and identity: proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching. editor / Suwarsih Madya ; Fuad Abdul Hamied ; Willy A. Renandya ; Christine Coombe ; Yazid Basthomi. London : Routledge, Taylor and Francis Group, 2018. pp. 161-171

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title = "Indonesian English as a foreign language teachers{\textquoteright} instructional curriculum design: revealing patterns of needs analysis",

abstract = "Needs analysis in school contexts has not been much researched despite the strategic role of needs analysis in providing essential curriculum development-related information (Brown 1995, Richards 1990, 2001). The present study intended to examine Indonesian English as a Foreign Language (EFL) teachers{\textquoteright} patterns of conceptualizations in analyzing student needs. Such patterns were portrayed within a larger study on teachers{\textquoteright} conceptualizations of Pedagogical Content Knowledge (PCK) as represented in their instructional curriculum design. A qualitative multiple-case study involving purposive within-and cross-case sampling techniques (Miles et al. 2014, Stake 2006, Yin 2014) was employed to select three experienced and three inexperienced EFL teachers of public junior high schools in the Yogyakarta Province, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews were conducted. The cross-case comparisons revealed that the teachers{\textquoteright} patterns of conceptualizations in analyzing needs were characterized by the form and sources of needs analysis.",

author = "Anita Triastuti and Abdolmehdi Riazi",

year = "2018",

language = "English",

isbn = "9780815379003",

pages = "161--171",

editor = "Suwarsih Madya and {Abdul Hamied}, {Fuad } and Renandya, {Willy A.} and Coombe, {Christine } and Basthomi, {Yazid }",

booktitle = "ELT in Asia in the digital era",

publisher = "Routledge, Taylor and Francis Group",

address = "United Kingdom",

note = "Asia TEFL (15th : 2017) and TEFLIN International Conference on English Language Teaching (64th : 2017) ; Conference date: 13-07-2017 Through 15-07-2018",

}

Triastuti, A & Riazi, A 2018, Indonesian English as a foreign language teachers’ instructional curriculum design: revealing patterns of needs analysis. in S Madya, F Abdul Hamied, WA Renandya, C Coombe & Y Basthomi (eds), ELT in Asia in the digital era: global citizenship and identity: proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching. Routledge, Taylor and Francis Group, London, pp. 161-171, Asia TEFL (15th : 2017) and TEFLIN International Conference on English Language Teaching (64th : 2017), Yogyakarta, Indonesia, 13/07/17.

Indonesian English as a foreign language teachers’ instructional curriculum design: revealing patterns of needs analysis. / Triastuti, Anita ; Riazi, Abdolmehdi.
ELT in Asia in the digital era: global citizenship and identity: proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching. ed. / Suwarsih Madya; Fuad Abdul Hamied; Willy A. Renandya; Christine Coombe; Yazid Basthomi. London: Routledge, Taylor and Francis Group, 2018. p. 161-171.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Indonesian English as a foreign language teachers’ instructional curriculum design

T2 - Asia TEFL (15th : 2017) and TEFLIN International Conference on English Language Teaching (64th : 2017)

AU - Triastuti, Anita

AU - Riazi, Abdolmehdi

PY - 2018

Y1 - 2018

N2 - Needs analysis in school contexts has not been much researched despite the strategic role of needs analysis in providing essential curriculum development-related information (Brown 1995, Richards 1990, 2001). The present study intended to examine Indonesian English as a Foreign Language (EFL) teachers’ patterns of conceptualizations in analyzing student needs. Such patterns were portrayed within a larger study on teachers’ conceptualizations of Pedagogical Content Knowledge (PCK) as represented in their instructional curriculum design. A qualitative multiple-case study involving purposive within-and cross-case sampling techniques (Miles et al. 2014, Stake 2006, Yin 2014) was employed to select three experienced and three inexperienced EFL teachers of public junior high schools in the Yogyakarta Province, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews were conducted. The cross-case comparisons revealed that the teachers’ patterns of conceptualizations in analyzing needs were characterized by the form and sources of needs analysis.

AB - Needs analysis in school contexts has not been much researched despite the strategic role of needs analysis in providing essential curriculum development-related information (Brown 1995, Richards 1990, 2001). The present study intended to examine Indonesian English as a Foreign Language (EFL) teachers’ patterns of conceptualizations in analyzing student needs. Such patterns were portrayed within a larger study on teachers’ conceptualizations of Pedagogical Content Knowledge (PCK) as represented in their instructional curriculum design. A qualitative multiple-case study involving purposive within-and cross-case sampling techniques (Miles et al. 2014, Stake 2006, Yin 2014) was employed to select three experienced and three inexperienced EFL teachers of public junior high schools in the Yogyakarta Province, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews were conducted. The cross-case comparisons revealed that the teachers’ patterns of conceptualizations in analyzing needs were characterized by the form and sources of needs analysis.

M3 - Conference proceeding contribution

SN - 9780815379003

SP - 161

EP - 171

BT - ELT in Asia in the digital era

A2 - Madya, Suwarsih

A2 - Abdul Hamied, Fuad

A2 - Renandya, Willy A.

A2 - Coombe, Christine

A2 - Basthomi, Yazid

PB - Routledge, Taylor and Francis Group

CY - London

Y2 - 13 July 2017 through 15 July 2018

ER -

Triastuti A, Riazi A. Indonesian English as a foreign language teachers’ instructional curriculum design: revealing patterns of needs analysis. In Madya S, Abdul Hamied F, Renandya WA, Coombe C, Basthomi Y, editors, ELT in Asia in the digital era: global citizenship and identity: proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching. London: Routledge, Taylor and Francis Group. 2018. p. 161-171

Indonesian English as a foreign language teachers’ instructional curriculum design: revealing patterns of needs analysis

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