Learners Need Analysis Process

To achieve the learners’ needs and interests, someone should do the need analysis.Richards and Rodgers (2001) says that need analysis is a procedure which is used to collect the information about the learners’ needs. This procedure, of course, has some steps which must be taken into account while assessing the learners. In addition, Graves (2000) explains much about needs analysis. He says that the process of needs analysis involves a set of decisions, actions, and reflections that are cyclical in nature:

1. Deciding what information to gather and why.

2. Deciding the best way to gather it: when, how, and from whom.

3. Gathering the information.

4. Interpreting the information.

5. Acting on the information.

6. Evaluating the effect

Necessitties are the types of need determined by by the demands of the target situation, for example the students of junior high school might need to know the meaning of the words in order to know the content of the text.

b. Lacks are the gap between the target proficiency and the present existing proficiency of the learners (Hutchinson and Waters 1987)

c. Wants are the point of views of the students related to their needs are.

(Richards & Renandya, 2002), p.52) on his discussion toward needs analysis says that the first step in conducting a needs analysis is to decide exactly what its purpose or purposes are. Basically, needs analysis in language teaching may be used for a number of different purposes, such as:

• To find out what language skills a learner needs in order to perform a particular role, such as sales manager, tour guide, or university student

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

• To determine which students from a group are most in need of training in particular language skills

• To identify a change of direction that people in a reference group feel is

Understand that the culture contains a double meaning of the cultural community where students live and culture in the context of scientific fields.

f. Have an understanding and scientific skills in perceiving everything around the lives of students.

Director General of Higher Education (2004) defines Culture-Based Learning as a strategy to create learning environment and the design of learning experiences that integrate culture as part of the learning process. Culture-Based Learning is based on the recognition of culture as a fundamental part of education; expression and communication of ideas; and the development of knowledge. Culture-Based Learning can be divided into four types, namely learning about the culture, learning with culture, learning through culture, and learning to be cultured.

Learning about the culture is placing culture as a field of science. Culture is studied in a special study program. This program contains about culture and it aims to introduce culture to the students. In this sense, culture is not integrated with other disciplines. In other words, the teachers do not involve other subject to teach about