The Function and Role of Needs Analysis in English Learning Curriculum

: Curriculum development in education requires a comprehensive needs analysis to evaluate teachers' instructional requirements and address the needs of both teachers and subjects. The primary objective is to identify effective solutions for existing curriculum-related challenges. This study specifically focuses on analyzing the English language learning curriculum, emphasizing the role of needs analysis. The research methodology involves gathering information from existing literature and scholarly sources. By conducting a needs analysis, educators gain valuable insights into their students' specific demands and requirements. This serves as a foundation for designing instructional strategies and learning materials that cater to diverse learner needs. The needs analysis process identifies the knowledge and skills necessary for students to achieve their learning goals. It enables curriculum developers to align the curriculum content and instructional approaches with learner preferences. The curriculum is tailored to suit students' proficiency levels, ensuring a systematic progression of understanding and abilities. Needs analysis is crucial in English language learning curriculum development, emphasizing the importance of understanding student needs and customizing the curriculum accordingly. By aligning curriculum development with student needs, educators can create engaging learning experiences that optimize student outcomes. Thorough needs analysis forms the basis for effective educational programs that meet the diverse needs of learners.


INTRODUCTION
Education is a parameter for developing quality and competitive human resources, both locally and globally. At the local level, it is beneficial to national development and life. From a global perspective, we are highly competitive in all aspects of life in the world. Curriculum is an educational element as a means to achieve educational goals. (MAHRUDIN, 2012) The curriculum aims to equip learners with advanced literacy skills to understand that English is the most widely used medium of communication in commerce, arts, science, mathematics and global economics. (DepEd, 2016) (Haseli Songhori, 2008) In the process of creating a teaching material model, conducting a needs analysis is crucial. It is essential to ensure that the teaching materials align with the requirements of the teacher, who acts as a facilitator, as well as the students, who are users, and other relevant parties. According to Brown (2001: 20), needs analysis can be defined as an activity that aims to identify the linguistic components necessary for students to comprehend and utilize the target language effectively. (Lestari, 2014) Needs analysis is a meaningful English lesson that examines what students know and need to know, ensuring language learning, and contains things related to his students. In summary, needs analysis forms the basis for developing curriculum content, teaching materials, and instructional approaches that can enhance student motivation and achievement. (Aflah, Mita Nur., Rahmani, 2018) Based on the explanation above, needs analysis has an important role in teaching. This happens through needs analysis, teachers, students, teaching materials, and teaching procedures will be connected in harmony to improve the learning process of students. Therefore, the author will discuss what the functions and roles of needs analysis are in English learning curriculum to understand how important needs analysis is in the curriculum.

RESEARCH METHODOLOGY
To investigate the function and role of needs analysis in the English learning curriculum, researcher can employ library research as a research method. This method involves examining relevant literature, such as books, academic journals, and online articles, to gather information and insights related to the research question. The researcher can search for keywords such as "needs analysis," "English language learning," "curriculum design," and "language needs." the researcher can also explore different theories and models related to needs analysis and language curriculum development. By analyzing and synthesizing the information gathered, the researcher can gain a deeper understanding of the function and role of needs analysis in designing a effective English language learning curriculum. The findings can provide valuable insights for educators and curriculum designers to develop more learner-centered and contextually relevant English language learning programs.

RESULTS AND DISCUSSION Definition
The overall English learning curriculum pertains to a systematic blueprint and set of instructions that define the content, goals, and teaching methods for instructing English as a second or foreign language. Typically, it covers a range of language skills, such as oral communication, auditory comprehension, written expression, and reading comprehension. This includes aspects like vocabulary, grammar, and pronunciation. (Le & Tran, 2021) The curriculum can be tailored to cater to various levels of proficiency, ranging from entry-level or basic proficiency to advanced or highly skilled levels. Typically, it follows a sequential progression, where each stage builds upon the knowledge and abilities acquired in previous stages.
The curriculum may also incorporate language functions and communicative tasks to develop students' ability to use English in real-life situations. It may include cultural components to enhance students' understanding of English-speaking cultures and foster intercultural competence. (Sabunge, 2021) Furthermore, the curriculum may incorporate language learning strategies, assessment methods, and materials to support effective teaching and learning. It may align with established language proficiency frameworks or standards, such as the Common European Framework of Reference for Languages (CEFR) or national educational standards.
Overall, the English learning curriculum aims to provide a comprehensive and systematic approach to developing students' English language proficiency across different domains and preparing them for effective communication in English. The specific content and organization of the curriculum can vary depending on the educational context, an institution, and desired learning outcomes.
In the context of an English language learning curriculum, needs analysis refers to the process of identifying and understanding the specific language needs and requirements of learners. It involves assessing the linguistic, communicative, and functional skills that learners need to develop in order to achieve their language learning goals. (Karmila Sari, 2019) The purpose of conducting a needs analysis in English language learning curriculum is to ensure that the curriculum is tailored to the specific needs and characteristics of the learners. By identifying the learners' language needs, curriculum developers and educators can design appropriate instructional materials, activities, and assessments that address those needs effectively. (R. E. Prasetya, 2021) The process of needs analysis in an English learning curriculum may involve various components, such as: 1. Identifying the learners' goals and objectives: Understanding the learners' reasons for learning English, their desired outcomes, and their specific language learning goals. 2. Assessing the learners' current proficiency level: Evaluating the learners' existing language skills, including their reading, writing, speaking, and listening abilities, to determine their starting point and the areas that require improvement. 3. Analyzing the learners' language needs: Identifying specific language skills, vocabulary, grammar, and functions that learners need to develop in order to meet their goals and perform effectively in real-life situations. 4. Considering the learners' contexts and purposes: Taking into account the learners' cultural, social, and professional contexts to ensure that the curriculum reflects their real-life language needs and can be applied in relevant situations. (Bocanegra-Valle, 2016) 5. Gathering learner feedback: Seeking input and feedback from the learners themselves to understand their preferences, learning styles, and specific areas of interest or focus.
Based on the findings of the needs analysis, curriculum developers can make informed decisions about the content, instructional strategies, materials, and assessment methods that will best serve the learners' needs. The curriculum can then be designed and implemented to provide a targeted and effective English language learning experience for the learners. (Astika, 2015) Purpose Needs analysis plays a crucial role in curriculum design as it helps ensure that the curriculum meets the specific requirements and goals of the learners and the educational context. The function of needs analysis in curriculum design can be summarized as follows: 1. Identify Learner Needs: Needs analysis helps identify the current knowledge, skills, abilities, and interests of the learners. By conducting surveys, interviews, observations, or assessments, educators can gain insights into what the learners already know and what they need to learn. This information forms the foundation for designing a curriculum that is relevant and meaningful to the learners. (Surbakti, 2015) 2. Determine Learning Objectives: Based on identified needs, the needs analysis assists in determining the desired learning outcomes. Learning objectives define what the learners are expected to achieve at the end of the curriculum. Clear and specific objectives help guide the selection and sequencing of content, instructional strategies, and assessment methods. 5. Address Contextual Factors: Needs analysis takes into account the specific contextual factors that influence the curriculum design. This includes considering cultural, social, economic, and environmental factors that may impact the learners' learning experience. By acknowledging and incorporating these factors, the curriculum becomes more relevant, inclusive, and sensitive to the learners' backgrounds and circumstances.

Tailor Content and
6. Evaluate Effectiveness: Needs analysis contributes to the ongoing evaluation of the curriculum's effectiveness. By regularly assessing learner progress and feedback, educators can determine if the curriculum is meeting the intended needs and objectives. This evaluation informs potential revisions and improvements to ensure continuous alignment with learner needs. (Fitriana & Kusrihandayani, 2017) In summary, needs analysis is an essential step in curriculum design, enabling educators to create effective and learner-centered curricula. It ensures that the curriculum addresses specific needs, interests, and goals of the learners while considering contextual factors and promoting meaningful learning experiences.
The purposes of needs analysis in relation to language skills for specific roles, adequacy of existing courses, identifying training needs, recognizing important changes, and identifying gaps between current and desired abilities are as follows: (Nur & Sulistyani, 2018) The purposes of needs analysis in language learning include identifying the language skills required for specific roles, assessing the adequacy of existing courses, identifying specific language training needs, detecting shifts in direction, identifying disparities between current proficiency and required skills, gathering information on difficulties encountered, creating a demographic profile, assessing language proficiency levels, evaluating communication abilities, investigating language use in everyday life, establishing language skills for active participation, understanding previous educational experiences and attitudes, assessing pre-literacy and literacy skills, determining cognitive development and academic skills in native and English languages, and identifying cultural, political, and personal characteristics of learners.
In summary, needs analysis in language learning encompasses a wide range of assessments and evaluations to tailor language instruction to learners' specific needs.

Role
Needs analysis plays a crucial role in education, as it establishes a strong connection between teachers, students, teaching materials, instructional approaches, and assessments. It aims to enhance the learning process for students. It is essential for teachers to carefully conduct needs analysis to avoid errors that could impact the entire cycle and the outcomes of implemented strategies derived from the needs analysis. (A. E. Prasetya et al., 2021) (Zhang, 2018) Another perspective on needs analysis views it as a process of determining the desired behavioral goals. It is also seen as a series of procedures used to establish specific parameters and standards within a learning program. Various interpretations of needs analysis highlight its focus on understanding student needs and the learning process, while need assessment encompasses broader concepts related to education and learning programs. (Nurjannah, 2018) Richards (2002, p.52) discusses the initial step of needs analysis as determining its exact purposes. In language teaching, needs analysis serves various functions, including: 1. Identifying the language skills required for specific roles, such as sales manager, tour guide, or university student. 2. Assessing whether an existing course adequately meets the needs of potential students. 3. Determining which students in a group require training in specific language skills. 4. Recognizing significant changes in direction that a reference group feels are important. 5. Identifying the gap between students' current abilities and what they need to achieve. 6. Collecting information about specific problems learners are facing. (Zhou et al., 2020) According to Khan (2007, p. 46) in his dissertation, needs analysis conducted to evaluate learners' and teachers' attitudes, opinions, and beliefs towards a proposed change or innovation should consider the following framework (adapted from Dudley-Evans & ST.John, 1998, p.125): 1. Gathering information about the learners, including their reasons for pursuing a learning program, their attitude toward learning English, their previous learning experiences, and their cultural background. This information can be obtained from institutional sources or directly from the learners themselves. 2. Conducting situational analysis to assess the effectiveness of the existing program. 3. Collecting information on preferred learning styles or specific learning needs. (Studies, 2014) 4. Determining the importance of particular skills for the learners and their preferences for learning those skills. 5. Examining the teacher-learner relationship and role expectations. (Sutardi, 2011) 6. Gathering information on preferences for teaching and learning activities.

Function
Curriculum development is a process that focuses on meeting learners' needs and promoting successful learning experiences. In order to accomplish this, curriculum developers must gather extensive information regarding the specific demands of the learners. This data collection process is commonly referred to as needs analysis (Richards, 2002). Needs analysis initially emerged in language teaching during the ESP (English for Specific Purposes) movement in the 1960s. It was advocated not only for ESP learners but also for students learning a second or foreign language in general. Teachers have been informally conducting needs analysis for many years to assess the language components that their students need to acquire. (Widodo, 2017) Moreover, there is a widespread acknowledgment that conducting a preliminary needs analysis before a language course is crucial in shaping its structure and content. Needs analysis is a multifaceted procedure that usually informs the design of a syllabus, selection of course materials, implementation of teaching and learning activities, and evaluation. Learners frequently encounter challenges in expressing their language needs and distinguishing between what they truly need, what they desire, and what they lack. Although these concepts are interconnected, it is imperative for educators to grasp their influence on effective learning. Through the implementation of a needs analysis, the learning experience can be enhanced, resulting in successful curriculum development. (Umam, 2016) A needs analysis can be conducted for various stakeholders. As an example, while reviewing and updating the English curriculum for secondary education in a specific country, the individuals involved in the needs analysis are curriculum officers who are part of the education ministry. Their objective is to evaluate the suitability of the existing syllabus, curriculum, and instructional materials. Furthermore, there are also teachers who have the responsibility of putting the new curriculum into practice, learners who will be the recipients of the curriculum, authors who develop new educational materials, personnel involved in assessing students at the end of their schooling, and staff members from higher education institutions who are interested in understanding the anticipated language proficiency level of graduating students as well as the potential difficulties they might face. In summary, a needs analysis in this context involves multiple stakeholders who play different roles in the development and implementation of the curriculum, ensuring its suitability and effectiveness. (Richards, 2002) The initial step in planning a needs analysis is to determine the target audiences, which is essential to ensure that the analysis collects the necessary information and achieves its intended impact. This means that smaller-scale needs analyses may involve the participation of specific audiences. Furthermore, needs analysis can have political implications, as it can be utilized to support particular agendas. This may involve prioritizing one group over others within a population or justifying decisions already made based on economic or other considerations. Consequently, the needs analysis process involves multiple stakeholders. Stakeholders are individuals or groups with a vested interest or involvement in the issue or programs under examination. Understanding their diverse agendas is crucial. As stated by Richards (2002), stakeholders are individuals who have the right to provide feedback and contribute to the curriculum process in educational institutions. Therefore, different stakeholders will have distinct expectations from the curriculum. (Isnaniah & Hayati, 2020)

CONCLUSION
In conclusion, the English learning curriculum provides a structured plan and guidelines for teaching English as a second or foreign language. It encompasses various language skills, vocabulary, grammar, and pronunciation, while also incorporating language functions, communicative tasks, and cultural components. The curriculum aims to develop students' language proficiency and prepare them for effective communication in English, following a progressive sequence and aligning with language proficiency frameworks or standards.
Needs analysis plays a significant role in the English learning curriculum. It involves identifying and understanding learners' specific language needs and requirements, including their goals, proficiency levels, and contextual factors. By conducting a needs analysis, curriculum developers can tailor the curriculum to address learners' needs effectively. This includes selecting appropriate content, instructional strategies, materials, and assessments. Needs analysis ensures that the curriculum is relevant, learner-centered, and promotes meaningful learning experiences.
The purposes of needs analysis in the English learning curriculum include identifying language skills for specific roles, assessing the adequacy of existing courses, recognizing important changes, identifying gaps between current and desired abilities, gathering learner feedback, and understanding learners' backgrounds and interests. By conducting a thorough needs analysis, educators can make informed decisions about curriculum design and implementation, leading to an optimized learning experience for students.
Overall, needs analysis is a crucial step in curriculum design, facilitating effective teaching and learning by addressing learners' specific needs, preferences, and goals. It establishes a strong connection between teachers, students, instructional approaches, and assessments, ensuring that the curriculum meets learners' requirements and promotes successful language learning.

Thank-you Note
Based on the results of analysis from various sources, suggestions can be presented, and researchers/writers are expected to be able to provide meaningful and descriptive insights through a more in-depth critical analysis. Furthermore, I hope that this article can be utilized in the learning process. It is also important to express profound gratitude to the people who have supported and assisted the author.