1. Practice of Course Design
Written by Group 3 :
Fitri Hidayanti (10004063)
Felicia Constantya N (10004070)
Tiya Dwiyanti Nugroho (10004358)
Farikha Nur Rahma (10004367)
Novi Restu S. (10004380)
Agustin Ika Wardani (11104063)

2. Need Analysis
 Directed mainly on the goals and content.
 Examine what the learner already know and what the
learner need to know.
 To make sure that the course will contain relevant
and useful things to learn.
 A matter of asking questions and finding the answer.

3. Steps and Examples of Need Analysis:
1. identify the audience and purposes for the analysis.
For example: in the classroom we must analyze the
problem of learning process and try to find the
solutions.
2. describe the target population and service
environment. There are three level group namely:
Level 1: targets population would be students.
Level 2: teachers as secondary target.
Level 3: The salaries, facilities, equipment, curricula
and support mechanisms for the school personnel
would be tertiary targets.

4. 3. describe the problem and finding
possible solutions are generated. In
fact, the teacher have some possible
solutions to solve the problem in
classroom.
 4. The next step is needs assessment.
For example: the teacher not only gives
assessment in activities in the class but
also in an after-school program likes
homework, extra academic activities.
 5. finally, getting the conclusion. The
teacher make the conclusion of the
result.

5. The Guidelines in Practice: Course book
Our first guideline concerns aims and objectives. The
stated aims of Highlight are:
 encouraging individual students’ input by inviting
opinion and stimulating discussion
 developing fluency through functional language
practice and balanced skills work
 improving accuracy through a practical
understanding of grammar
 consolidating progress in the ‘Study Focus’ section
which also includes vocabulary and pronunciation work

6. The main aims relate to the four language skills taught
with particular emphasis on fluency, through skills
practice, and accuracy through an understanding of
grammar.
The main aims also address student learning needs by
giving prominence to the personalization of some of
the activities in the book, those which ask for students
to express their own opinions and give them
opportunities to discuss topics suggested to them.

7. Finally, students’ learning needs are
taken account by the emphasis on
consolidation and recycling in ‘ Study
Focus’ sections which provide
opportunities for reflection and
individual study, thus paving the way
for a degree of learner autonomy.
CONCLUSION