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

Anita Triastuti, Abdolmehdi Riazi

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-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.
LanguageEnglish
Title of host publicationELT in Asia in the digital era
Subtitle of host publicationglobal citizenship and identity: proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching
EditorsSuwarsih Madya, Fuad Abdul Hamied, Willy A. Renandya, Christine Coombe, Yazid Basthomi
Place of PublicationLondon
PublisherRoutledge, Taylor and Francis Group
Pages161-171
Number of pages11
ISBN (Electronic)9781351217040, 9781351217064
ISBN (Print)9780815379003
Publication statusPublished - 2018
EventAsia TEFL (15th : 2017) and TEFLIN International Conference on English Language Teaching (64th : 2017) - Yogyakarta, Indonesia
Duration: 13 Jul 201715 Jul 2018

Conference

ConferenceAsia TEFL (15th : 2017) and TEFLIN International Conference on English Language Teaching (64th : 2017)
CountryIndonesia
CityYogyakarta
Period13/07/1715/07/18

Fingerprint

foreign language
curriculum
teacher
curriculum development
school
Indonesia
interview
student

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). London: 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’ 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’ 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.",
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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 proceedingConference proceeding contributionResearchpeer-review

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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.

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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