1.

Primasari Nastiti 1700004113

2. Nabila Azhari 1700004122

3. Evi Anggraeni 1700004141

4. Ayu Wulandari 1700004145

1. The procedures for collecting information about learners' needs is ….

A. Curriculum vitae

B. Task

C. Need analysis

D. Objective skill

 Needs analysis is a process of collecting and analyzing information about learners in

order to set goals and contents of a language curriculum based on their needs (Kayi,

2008).

2. Which one includes the purpose of need analysis ?

A. To find out what language skills a learner needs

B. To describe the object

C. To make analysis of Student

D. To help the world

• To find out what language skills a learner needs.

• To help determine if an existing course adequately addresses the needs of potential

students.

• To determine which students are most in need of training in particular language skills.

3. The followings are who the user of need analysis-large scale, except ....

A. Testing personal

B. Teachers

C. Writers

D. Musicians

LARGE-SCALE NEEDS ANALYSIS

 Curriculum officers in the ministry of education

 Teachers
  Learners

 Writers

 Testing personnel

 Staff of tertiary institutions

4. Who is the user of need analysis-small scale ?

A. Teachers

B. Musicians

C. Writers

D. Tailor

SMALL-SCALE NEEDS ANALYSIS

 Teacher

 Program coordinator

5. What are the types of questionnarie for conducting need analysis ?

A. Structured and unstructured questionnarie

B. Response

C. Meeting

D. Interview

 Questionnaire is divided into two types, which are a set of structured questionnaires

consists of structures items (in which the respondents chooses from a limited number

of response) and unstructured questionnaire in which open-ended questions are given

that the respondents can answer as he or she chooses (Richards, p.60).

6. Who will administer the analysis, collect and analyze the result ?

A. General Manager

B. CEO

C. Headmaster

D. Academic staff of the university

 Academic or research assistant

 Colleagues in different department

 Students who piloted the questionnaire

 Academic staff of the university

  Secretarial support

7. How is to design the need analysis ?

A. Make a proposal

B. Avoiding information too much

C. Invitation

D. Greeting Card

 Being made on the practical procedures

collecting, organizing, analyzing, and reporting.

 Avoiding information too much

collect the information that will actually be used.

8. Which one includes procedures for smaller-scale needs analysis ?

A. Follow-up interview

B. Abulation of responses

C. Follow-up individual and group interviews

D. Analysis of responses

a. Initial questionnaire

b. Follow-up individual and group interviews

c. Meetings with students

d. Meetings with other teachers

e. Ongoing classroom observation

f. Test

9. Which one includes procedures for larger-scale needs analysis ?

A. Literature survey

B. Meeting with students

C. Ongoing classroom reservation

D. Test

a. Literature survey

b. Analysis of a wide range of survey questionnaires

c. Contact with others

d. Interviews with teachers

 e. Identification of participating departments

f. Presentation of project proposal

10. The function of the result of need analysis is ....

A. Bring meaning to the obtained information

B. Provide the basis evaluation

C. To identify a change

D. To collect information about a particular problem

a. provide the basis for evaluation

b. offer the basis for planning goals and objectives

c. assist with developing tests

d. help with the selection of proper teaching methods

e. provide the basis for developing a syllabus and materials

f. provide other information used as part of a course

11. What are the various views into account ?

A. Management

B. Provide the basis for evaluation

C. Painting

D. Academics’ view

Take various views into account

 learners’ view

 academics’ view

 employers’ view

 teachers’ view

12. The followings are which one making use of the information obtained, except ....

A. Making a list

B. Needing more analysis and research

C. Identification of participating departments

D. Some changes needed

1. Making a list

a. consisting of information from different sources and summarized in ranking

2. Needing more analysis and research

a. in order to develop aims and objectives

3. Some changes needed

a. degree of importance of needs

b. immediate or longer-term

c. more consultation (discussion) needed

4. Stufflebeam et al. (1985) remind the goal of analysis

a. bring meaning to the obtained information

13. What is self-rating?

A. Self-rating consist of scales that students or other use to rate their knowledge or abilities.

B. Self-rating is collecting data on how well learners perform on different language tasks

C. Self-rating is This refers to analysis of the kinds of tasks the learners will have to carry out

in English in a future

D. Self-rating is a case of study.

Self-rating:

Self-rating consist of scales that students or other use to rate their knowledge or abilities.

14. Who is the user of need analysis large scale?

A. Athletes

B. Program Coordinator

C. President

D. Writers

LARGE-SCALE NEEDS ANALYSIS

 Curriculum officers in the ministry of education

 Teachers

 Learners

 Writers

 Testing personnel

 Staff of tertiary institutions

15. Who is the target population of subcategories of respondents?

A. Students who have never studied a foreign language.

B. Vocational training specialists.

C. Academic specialists.

D. Community agencies.

Subcategories of respondents

• Students currently enrolled in a foreign language course.

• Students previously enrolled but no longer studying a language.

• Students who have never studied a foreign language.