ABSTRACT
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.
