CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter presents two sections: section 5.1 concludes the present study in line with the formulated research problems; and section 5.2 draws some recommendations to those who involved in ESP classes and those who are interested in conducting further study.
5.1. Conclusion
This study has investigated the needs analysis and course design including the required English learning materials and suitable English learning activity for economics and business school students of vocational school. Then, the findings, as a set of conclusions, are drawn as follows:
a.) From Questionnaire
Based on data collected through questionnaires which were delivered to forty students, it was found that listening and speaking skills are the first priority in teaching English which is closely followed by writing and reading. In terms of language components, most students said their grammar is weak and they also thought that their vocabulary was weak. Regarding the required learning materials, written media and visual media (pictures, diagram, etc) help students
learn easier and it seems the students’ expectation on the teaching learning aid
will have been provided well in English for economics and business class.
In relation to suitable learning activity, a majority of the students preferred mix English and Indonesian as the medium language in delivering the materials. It indicates that English teachers used Bahasa Indonesia to some extent in delivering the materials. Most students also thought that they would learn English better in a big group under teacher supervision. In addition, they need to have more hours to learn English in the classroom.
Furthermore, the highest students’ preferences for classroom learning activities are vocabulary exercising, followed by simulation and grammar exercising. Students then preferred to be corrected by teacher immediately when making mistakes are opted by the majority of the respondents. The results revealed that most students consider English is important in their future career and they might need English to communicate with colleague and customer.
A majority of students considered English is beneficial in some tasks: reading financial reports, taking note of transactions, writing general ledger, making financial reports, compiling and sorting documents (invoices, checks, etc), writing memo and taking messages. The respondents seemed to predict that their future career will deal with those accounting report. This finding is coherent with Glendinning & Holmstrom (1987) who claim that designing tasks require students to process texts as they would do in the real world, i.e. employing the same skills and strategies as would be required in the target situation.
This information target situation should be taken into consideration as the basis of syllabus and material development. The information from target situation analysis is important in ESP course since it is all about eliciting what the learners have to know related to their future career. This is in line with Tomlinson (1998) who stated syllabus that contains job-related English lesson is an important component in ESP course.
b.) From Interview
related-field information in it. They agreed that students need to learn ‘specific technical vocabulary’ to improve reading skills in the field of economics and business.
Teachers claimed that their difficulties in conducting ESP class mainly appeared in terms of organizing the course. The problem arises because there is no the standardized material and syllabi about ESP teaching learning, so the teachers taught general English in ESP class. It is also supported by Hutchinson and Waters (1987). They say that the emergence of ESP is due to escalating learning needs other than those of grammar and literature in the already existing ELT practices.
c.) From Document Analysis
Based on the finding from document analysis, it was found out that the materials mandated in syllabus still focused on grammatical aspects. Even though there are some reading passages, there is no specific information related to economics and business that probably embedded in that reading passage. The materials used were general English as like grammar and daily conversation. The reason was because the subject is taught in the first and second semester so if the teacher gives ESP materials, it will burden the students.
5.2. Recommendations
Based on the conclusion presented above, there are several items to recommend regarding needs analysis and course design for ESP class in vocational school majoring economics and business. These recommendations are addressed particularly to English teachers, institution, policy makers and other researchers who are interested in this field.
English Teachers
It is suggested that the teachers should keep quality in teaching in order to keep the students’ good response toward the ESP class. Moreover, the materials needed to conduct ESP course in economics and business area was speaking ability, reading ability, specific vocabularies related to economics and business like financial reports, note of transactions, general ledger, compiling and sorting documents (invoices, checks, etc), writing memo, taking messages, etc. The specific vocabularies related to economics and business here may be different from one school to another one. So, it is suggested that teachers should conduct need analysis before designing ESP materials.
Institution
The ESP course design process in vocational school should proceed by first identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation. The identified features will form the syllabus of the ESP course. Therefore, a course should be set based on a detailed profile of the learner's needs in terms of communication purposes, communicative setting, the means of communication, language skills, functions, structures, etc.
have practitioners having good command and knowledge of English playing the role as the ESP teachers instead of English teacher having no experience and knowledge in the specific field needed.
Other Researchers
Lastly, since this study only focuses on the needs of economics and business students in learning English, further studies may elaborate it into suitable teaching method, materials, and assessment. As for future researchers, they are also expected to conduct further studies using other variables of elements of needs
analysis, for example the stakeholder who might hire graduates from vocational
