Developing an English Subject Syllabus for Chemistry Students: a
Survey at a State University in Bandung
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Master’s Degree in
English Education
By
Andrie Sukma Nugraha
1007220
PAGE OF APPROVAL
DEVELOPING AN ENGLISH SUBJECT SYLLABUS FOR CHEMISTRY STUDENTS: A SURVEY AT A STATE UNIVERSITY IN BANDUNG
Written By:
Andrie Sukma Nugraha
Student Number:
1007220 A THESIS
APPROVED BY
Supervisor
Developing an English Subject Syllabus for Chemistry Students: a
Survey at a State University in Bandung
By
Andrie Sukma Nugraha
A Thesis submitted in partial fulfillment of the requirements for the Master’s
Degree in English Education
© Andrie Sukma Nugraha 2013
Universitas Pendidikan Indonesia
Juli 2013
Hak Cipta dilindungi undang-undang.
ABSTRACT
List of Contents
Page
Title Page……… i
Page of Approval ……… ii
Statement of Authorization ………... iii
Abstract ……….. iv 2.1 English for Specific Purposes (ESP) 7 2.1.1 Definition of ESP 7 2.1.2 Characteristics of ESP 8
2.2.1 Definition of needs analysis 11
2.2.2 Principles in needs analysis 12
2.3 Course Design 15
2.3.1 Definition of Course Design 15
2.3.2 Course Components 16
3.2 Respondents of Needs Analysis 27
3.3 Data Collection 30
CHAPTER IV: FINDINGS AND DISCUSSIONS 37
4.1 Students’ Needs in English 37
4.1.1 Results of Questionnaire 37
4.1.1.1 Personal Information 38
4.1.1.2 Needs in English 40
4.1.1.3 Suggestions for ESP Course 43
4.1.2 Results of Interview 46
CHAPTER V: CONCLUSION AND SUGGESTIONS 63
5.1 Conclusion 63
5.2 Suggestions 65
REFERENCES 67
APPENDIX 1: Questionnaire 72
APPENDIX 2: Results of Questionnaire 82
APPENDIX 3: Interview Guidelines 89
CHAPTER I: INTRODUCTION
This chapter presents the background of the study, the objective of the study, the
research questions, the significance of the study, the scope of the study, the
methodology of the study, the definition of terms, and the organization of the
paper.
1.1 Background
Since the Law Number 20 Year 2003 on the National Education System has been
endorsed, the number of international schools in Indonesia has been growing
(Firman and Tola, 2008:78). However, there are conditions that international
schools need to fulfill. Firman and Tola (2008:79) mentioned that international
schools would have to cooperate with institutions in Indonesia, involve
Indonesian teachers, and provide subjects such as religion and Indonesian
citizenship. Apart from international schools, international-standard pilot schools
(RSBI) initiated by state schools have also been a growing trend. However, the
government of Indonesia has recently erased RSBI labels from schools around
Indonesia (Afifah, 2013; Herujiyanto, 2013; Sumintino, 2013).
The chemistry education department of UPI (Indonesia University of Education)
which is responsible for producing chemistry teachers is aware of the situation
and condition where there are many international schools established around West
Java. Since 2007, the Chemistry Education Department has initiated an
sent to do their teaching practice (PPL) in international and international-standard
pilot schools (RSBI) around West Java. Although there are no more RSBI schools
due to the recent decision of Indonesia’ Supreme Court, the chemistry education
department at UPI Bandung will not erase their initiated international class. This
is because there are several international schools around West Java where they
can send their students for PPL.
Before sending the initiated international class students to international schools,
the Chemistry Department at UPI Bandung provides the students a
non-compulsory English course since 2010. However, there have been several
drawbacks in the implementation of the non-compulsory courses. Based on the
researcher’s observation, the drawbacks cover facility, time allocation, choosing
suitable content, materials, activities, and assessments for the course.
Furthermore, there has not yet been a research conducted to reveal the needs of
chemistry education students. As a result, non-compulsory English course
designers for the chemistry department at UPI Bandung lack reference and
literature that provides guidance and ideas in developing the courses.
For that reason, in designing an English course for the chemistry education
students, needs analysis would be necessary. Needs analysis is the first stage in
course design (Dudley-Evans and St. John, 1998; Jordan, 2009; Mehrdad, 2012;
Songhori, 2008; Nation and Macalister, 2010; Hutchinson and Waters, 1987; and
Brown, 1995). In addition, Dudley-Evans and St. John (1998:145) believe that
The present study aimed at proposing an English subject syllabus that is expected
to meet the needs of the chemistry education students. Consequently, the present
study practiced needs analysis to reveal the needs of the chemistry education
students that would be the basis in proposing an English subject syllabus for the
chemistry education students.
1.2 Objective of the study
The objectives of the research are:
1.To identify the chemistry students’ needs in English.
2.To propose a syllabus that is expected to meet the needs of the chemistry
students.
1.3 Research Questions
In line with the aim of the study, the questions that the research attempts to
answer are:
1.What are the chemistry students’ needs in English?
2.Which proposed syllabus is expected to meet the needs of the chemistry
students?
1.4 Significance of the study
Theoretically, there has never been a research conducted to reveal the needs of
chemistry education students. Therefore, the present study would be the first and
would provide literature on the needs of chemistry education students.
Meanwhile, practically, the present study will provide guidance in the creation of
designers who will develop non-compulsory English courses in the chemistry
education department at UPI Bandung in the future.
1.5 Scope of the study
The data of the present study only focused on the English needs of the chemistry
students’ in the initiated international class at UPI Bandung. The data were
collected from 14 students in the chemistry education department at UPI Bandung
who will be practicing their teaching in the future.
1.6 Definition of terms
The following terms are specifically defined in the study:
English for Specific Purposes (ESP): an approach to language teaching designed
to meet the specific needs of learners by making use of underlying methodology
and activities of the discipline it serves and is centered on the language, skills,
discourse, and genres which suit the activities (Basturkmen, 2010:13)
Needs Analysis: the process of identifying the students’ target English situations
and using them as the basis of ESP instructions in order to provide students with
the needed specific language so they can succeed in the course and in the future
(John as cited in Benesch, 1996:723).
Language Syllabus: the linguistic and subject matter which is to be taught
1.7 Organization of the study
This study is divided into five chapters; the brief illustration is be described
below:
Chapter I
This chapter presents an introduction for the study that consists of the objective of
the study, the research questions, the significance of the study, the scope of the
study, the methodology of the study, the definition of terms, the organization of
the paper, and concluding remarks.
Chapter II
This chapter presents the theoretical foundation that is related to the study,
namely, ESP, needs analysis, and steps to ESP course design.
Chapter III
This chapter deals with research methodology to accomplish the study. It
comprises the method of the study, respondents of needs analysis, data collection,
data analysis, and validity.
Chapter IV
This chapter discusses the findings of the study concerning on the students’ needs
Chapter V
CHAPTER III: METHODOLOGY
This chapter is devoted to outline the methodology of the research. This chapter
describes the main procedures to perform the research. It provides illustration on
method of the study, the respondents of needs analysis, the method in collecting
data, the method in analyzing data, and the way the collected data would be tested
in attaining validity for the data.
3.1 Method of the study
The present study employed a descriptive method. A descriptive method sets out
to describe and interpret data as it is (Cohen, Manion, and Morrison, 2007:205).
The method was employed to describe information from needs analysis which
includes the learning situation or environment, necessities, and wants of the
students as suggested by Hutchinson and Waters (1987), and Nation and
Macalister (2010). The descriptions were utilized to define the needs of the
students which in turn became the basis in developing components of the
proposed syllabus for the present study which consist of the goals and objectives,
the syllabus, the materials, assessment, and program evaluation.
3.2 Respondents of Needs Analysis
According to Brown (1995:37), there are four groups of people who may be
involved in needs analysis: the target group, the audience, the needs analyst, and
the resource group. The target group is the group, commonly students, where the
are those who will act upon the analysis. The needs analyst is the person to
conduct the needs analysis and gain information from the other three groups. The
resource group is those who provide information on the target group (professors
of content course of the students).
For the present study, the target group is represented by the students in pre-service
education, the audience is represented by the English instructor and the course
coordinator, and finally the resource group is represented by the alumni and the
faculty members.
The respondents for the present study’s needs analysis were chosen purposively.
In purposive sampling, the researcher judges and chooses the sample based on
who she or he believes could provide the best information to reach the objectives
of a research (Kumar, 1999:164). The descriptions of the groups of participants
are as follows:
1. Students in pre-service education
The students in pre-service education were chosen to provide information
on wants or subjective needs. The population of the present study was 14
students in the fifth semester of the initiated international class in the
chemistry department at UPI Bandung. According to Kumar (1999:152), a
bigger sample would provide more accurate findings. For that reason, the
present study employed the whole population as the sample of the study
2. Alumni
Information from alumni represented necessities or required knowledge.
Four alumni were chosen as respondents for the present study. They were
chosen due to the fact that they have experience in doing their PPL in
international schools and have attended an additional ESP course provided
by the Chemistry Education Department, thus; they have ideas of the
target situation and suitable activities for the ESP course. Meanwhile,
learners who have no experience in the workplace may have vague ideas
on the situation they will face. This is in line with Long (as cited in
Basturkmen, 2008:19) who stated that learners who are unfamiliar with the
job they are to perform are not reliable informants.
3. Faculty members
The faculty members provided information on the necessities or required
knowledge. The present study involved two faculty members of the
chemistry department at UPI Bandung. The two faculty members were
chosen because they are involved in teaching in the initiated international
class at the chemistry department at UPI. Apart from that, the two faculty
members are also lecturers who teach the subject of English in the first
semester of the bachelors program in the chemistry department at UPI. For
that reason, they had needed information about the chemistry students in
4. English Instructor
The English instructor provided information on the necessities of the
students. The instructor was chosen since he has experience in designing
non-compulsory English courses in the department and had recently taught
the students in the present study. Therefore, the English instructor has
knowledge on the students and their needs.
5. Course coordinator of the chemistry education department
The course coordinator provided information for situation or environment
analysis. The course coordinator was chosen since she has knowledge on
the facilities for the course which had influence in determining the
elements of the proposed syllabus of the present study.
3.3 Data collection
In order to gain information and data needed in conducting the research, a
questionnaire and interviews were conducted. A questionnaire was employed as a
survey instrument to dig information from the respondents (Shavelson, 2002:102).
Meanwhile, interview was conducted to further investigate or gather more
detailed and better information of the interviewee (Polkinghome, 2005; Miles and
Huberman, 1994; DiCicco-Bloom and Crabtree, 2006). Details about the
Table 3.1 Data collection procedure
Instrument Data source Sample size
Interview Course coordinator 1
Alumni 4
Students in pre-service education 4
Faculty members 2
English Instructor 1
Questionnaire Students in pre-service education 14
3.3.1 Distribution of questionnaire
The questionnaires were distributed to the 14 students in the pre-service education
on the 12th of October 2012 and were returned on the 19th of October 2012. The
questionnaire consisted of four sections: personal information, English needs, and
suggestions for future ESP course. The personal information section covers the
participants experience in previous English study, situation of English use, and
proficiency in English. Meanwhile, the English needs section was divided into
five sub-sections: language functions, listening skills, speaking skills, reading
skills, and writing skills. Lastly, the suggestions for future ESP course section
included preferences of students in terms of topic, activities, materials, instructor,
time, and assessment for the future ESP course. The results of the questionnaire
are shown in part 4.1.1 of the present study.
3.3.2 Conducting of interviews
The interviews were conducted with (a) the course coordinator of the chemistry
department at UPI Bandung, (b) 4 alumni, (c) 4 fifth semester chemistry students
at chemistry department of UPI, (d) 2 faculty members (academics) at the
chemistry department of UPI, and (e) the English instructor of the previous
interviews with each group of respondents had its own objectives. The results of
the interview can be seen in section 4.1.2 in the next chapter. Meanwhile the
guideline and transcripts of the interviews can be seen in Appendixes 3 and 4.
The interview with the course coordinator was done on the 8th of July 2012 at the
Head of the Chemistry Department’s office. The objectives were to gain
information on: 1. The vision and mission of the chemistry department, 2. The
purpose of providing additional ESP course, 3. The facilities for the course, and 4.
The suggested assessment for the course.
Meanwhile, the interviews with the alumni were conducted on the 15th and 22nd of
July 2012 in front of the Head of the Chemistry Department’s office and in the
laboratory of a State Senior High School in Bandung. Interviews with alumni
were done to seek: 1. Tasks performed during PPL, and 2 Suggestions for future
ESP courses.
The interviews with the students in pre-service education were conducted on the
26th of October 2012 in a park at UPI Bandung. The interviews with the students
in pre-service education also had its own objectives. The objectives were to
identify: 1. The importance of English, 2. Previous English studies, 3. Prospective
needs in English Language, and 4. Suggestions for future English course.
The interview with the two faculty members were conducted on the 9th of July
2012 in the Lecturer’s room of the Chemistry Department. The objectives were to
identify: 1. The English subject in the 1stsemester of the Bachelor’s program, and
Finally, the interview with the English instructor was conducted on the 26th of
October 2012 at his house in Bandung. The objectives were to identify: 1. The
suggested method, activities, and assessment, and 2.The urgent needs of the
students in English.
3.4 Data Analysis
Data analysis is one of the most important steps in research (Leech and
Onwuegbuzie, 2007:562). The interviews of the present study followed the seven
steps of interview investigations proposed by Kvale (1996:88) consisting of
thematizing, designing, interviewing, transcribing, analyzing, verifying, and
reporting.
From the closed questionnaire, the respondents’ personal information and
suggestions for English courses were summed up. Afterwards, the sum was
divided by the number of respondents and multiplied by 100 which gave the
percentage (%) of each item. After being put into percentage, the results were
displayed, described, and interpreted.
Meanwhile, data concerning English needs were in the scale from 1 (least
important) to 5 (most important) as illustrated below in table 3.2. The results of
the participants’ needs in English were summed up and then divided by the
number of respondents to gain the mean (x). The mean (x) helped indicate the
students’ needs in English where the higher mean (x) indicates higher needs
whereas lower mean (x) indicates lower needs. Data from questionnaire
interpreted. The Rensis Likert’s scale (as cited in Khaemkaw, 2009:28) employed
in the present study is as follows:
Table 3.2 Rensis Likert’s scale
Scale Needs Problem
5 Most Important Always (81-100%)
4 Important Usually (51-80%)
3 Moderate Often (21-50%)
2 Slightly important Seldom (1-20%)
1 Least important Never (0%)
3.5 Validity
The present study employed triangulation by employing two data collection
methods to triangulate results: interview and questionnaire. This is in line with
Denzin (as cited in Flick, 2002:226) and O l i v e r - H o y o &
A l l e n ( 2 0 0 6) that triangulation involves the employment of multiple
data collection methods. Furthermore, triangulation is important in improving the
inflexibility of an analysis (Guba, 1985).
Another validity test conducted in the present study was members check.
According to Alwasilah (2009:178), members check is conducted to avoid
misinterpretation that a researcher makes. In addition, it helps establish the
accuracy of the findings (Cresswell, 2009:191). To avoid misinterpretation,
interview. In the present study, member check was done immediately after a
respondent makes a statement during the interview. Members check was useful
since interpretations by respondents are confirmed in order to provide straight and
true information.
Meanwhile to ensure the validity of the questionnaire, the researcher asked for
feedback, critics, comments, and suggestions. According to Alwasilah (2009:176),
feedback, critics, comments, and suggestions are required to identify threats
towards validity. All the inputs gave contribution in designing the questionnaire
for the research. The input for the present study was from a senior lecturer of the
English department at UPI and also a senior lecturer from the chemistry
department who teaches in the international class of the chemistry department and
also supervises students who takes their PPL (teaching practice) in international
schools.
3.6 Conclusion
This chapter has discussed the methodology of the present study. The chapter
covered the method of the study, the participants of the study, data collection, data
analysis, and the validity strategies. The present study employed a descriptive
method to describe the needs of the students in pre-service education. The needs
of the students were then the basis in developing a proposed syllabus. The
participants of the research consisting of the students in pre-service education,
alumni, the course coordinator, the faculty members, and the English instructor
through the best information on the students collected through questionnaire and
interview. For data analysis, the results of questionnaire were analyzed based on a
Likert’s scale, meanwhile; data from interview were analyzed interpretively. To
ensure the validity of the questionnaire, the present study employed feedback.
Meanwhile, to ensure the validity of the answers of the respondents of interview,
CHAPTER V: CONCLUSION AND SUGGESTIONS
This chapter provides a conclusion for the study. Apart from that, suggestions for
further research are presented at the end of the chapter.
5.1 Conclusion
The present study aimed to investigate the needs of the chemistry education
students at UPI Bandung and propose a syllabus that is expected to meet the needs
of the chemistry education students. Interviews and a questionnaire were
conducted to gain the picture of the chemistry educations students’ needs in
English.
The results of needs analysis suggest that the chemistry education students need to
develop writing and speaking skills in English for the purpose of teaching
chemistry. The necessary and demanded skills that would support the students in
teaching chemistry are giving instructions, reviewing, describing process, asking
questions, making a conclusion, summarizing, verbalizing nomenclature in
chemistry, labeling laboratory apparatus, writing tests, and writing lesson plans.
The findings also show that the students prefer textbooks as the material in the
ESP course. Apart from textbooks, DVDs and newspapers are also preferred by
the students. For the teaching of the material, the ESP course should employ a
present-practice-perform (PPP) methodological approach. This is due to the fact
that most of the students are in the English proficiency level of lower-intermediate
In terms of activities, results of needs analysis show that the ESP course should
provide activities in the form of group or paired activities, games, role play, and
micro-teaching. The inclusion of games and group activities are expected to boost
the students’ positive emotions. Meanwhile, the inclusion of role play and
simulation is expected to represent the real world of the students.
Lastly, for assessment, the results suggest that the ESP course should assess the
students through role-play, micro-teaching, test construction and lesson plan
construction. The assessments mentioned above are appropriate since they are
wanted and are necessary for the students. Furthermore, those assessments
represent real world tasks of the students which is teaching chemistry.
The findings of needs analysis became the basis in proposing a syllabus which is
expected to meet the needs of the chemistry education students at UPI Bandung.
The proposed syllabus consisted of the course rationale, goals, objectives,
syllabus, materials, activities, assessment, and program evaluation. Previously,
there has not yet been a needs analysis conducted in the chemistry education
department at UPI Bandung. For that reason, the present study is the first and the
results of this study will hopefully provide literature for future non-compulsory
English course designers at the chemistry education department of UPI Bandung
5.2 Suggestions
On the basis of the conclusion, there are some suggestions which can be put
forward:
1. The present study only involved chemistry education students who are the
subject of the proposed syllabus. For that reason, the results of the study
cannot be generalized for chemistry education students other than the
participants of the present study. Therefore, it is suggested to always
conduct needs analysis before developing a syllabus for future
non-compulsory English courses in the chemistry department at UPI Bandung.
2. The present study only attempted to propose a syllabus for the
non-compulsory English course. For that reason, the proposed syllabus cannot
yet be regarded as effective in meeting the students’ needs. Therefore, it is
suggested to employ the proposed syllabus of the present study to decide
whether the proposed syllabus is effective or not.
3. The present study only conducted interviews and questionnaires in
revealing the needs of the students. For that reason, it is suggested to do
observation in revealing the English needed in teaching chemistry.
4. The result of the study has indicated that the students are preferable
towards a textbook. A textbook can be as a source of language and
is suggested to develop a textbook for chemistry students at UPI Bandung
in the future that suits the chemistry education students’ needs.
5. The number of literature on English for Teaching Chemistry is limited.
Therefore, it is suggested to conduct more studies to reveal the English
REFERENCES
Afifah, Tiana. (2013). RSBI Dihapus, Tak Ada Alasan Kualitas PendidikanTurun. Available at www.edukasi.kompas.com.
Ali, Holi Ibrahim Holi Ali, and Salih, Abdel Rahman Abdalla. (2013). Perceived Views of Language Teachers on the Use of Needs Analysis in ESP Materials Writing. English Language Teaching; Vol. 6, No. 3; 2013
Alwasilah, A. Chaedar. (2009). Pokoknya Kualitatif. Jakarta: Pustaka Jaya.
Awan, Ahmed Sher, Dogar, Ashiq Hussain, Ghulmallah, and Khan, Tariq Mahmood. (2011). Needs Analysis of English for Occupational and Specific Purposes. International Journal of Social Sciences and Education, Volume 1, Issue 4, pages 632-643.
Basturkmen, Helen. (2006). Ideas and Options in English for Specific Purposes. New Jersey: Lawrence Erlbaum.
Basturkmen, Helen. (2010). Developing Course in English for Specific Purposes. New York: Palgrave Macmillan.
Benesch, Sarah. (1996). Needs Analysis and Curriculum Development in EAP: an Example of a Critical Approach. TESOL Quarterly, Volume 30, No. 4, pp. 723-738.
Brown, James Dean. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle and Heinle.
Chia, Hiu-Euen, Johnson, Ruth, Chia, Hui-Lung, and Olive, Floyd. (1998). English for College Students in Taiwan: A Study of Perceptions of English Needs in a Medical Context. English for Specific Purposes, Volume 18 No.2, pages 107-119.
Chostelideu, Dora. (2010). A needs analysis approach to ESP syllabus design in Greek tertiary education: a descriptive account of students’ needs. Procedia Social and Behavioral Sciences, Volume 2, pages 4507-4512.
Cowling, Jeremy David. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes, volume 26, pages 426-442.
Cresswell, John. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London: SAGE Publications Inc.
DiCicco-Bloom, Barbara and Crabtree, Benjamin F. (2006). The Qualitative Research Interview. Blackwell Publishing Ltd, 40, 314-321.
Dudley-Evans, Tony and St. John, Maggie Jo. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Firman, Harry and Tola, Burhanuddin. (2008). The Future of Schooling in Indonesia. Journal of International Cooperation in Education, Volume 11 no. 1, pages 71-84.
Flick, Uwe. (2002). An Introduction to Qualitative Research. London: SAGE Publications Ltd.
Flowerdew, John, and Peacock, Matthew. (2001). Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press, pages 8-24.
Guba, E. G. (1981). ERIC/ECTJ annual review paper: Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology: A Journal of Theory, Research, and Development, 29, 75–91.
Hart-Rawung, Pornpimon. (2008). A thesis: International English Language Education in Thailand: English Language Program for Thai Engineers. Melbourne: RMIT University.
Herujiyanto, Antonius. (2013). First RSBI, next the international undergraduate programs? Available at www.the jakartapost.com.
Hutchinson, Tom and Waters, Alan. (1987) English for Speacific Purposes: A learning-centred approach. Cambridge: Cambridge University Press.
Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. (1999). Japanese Language Needs Analysis. Available www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf.
Kaewpet, Chamnong. (2009). A Framework for Investigating Learners Needs. Electronic Journal of Foreign Language Teaching 2009, Vol. 6, No. 2, pages 209–220.
Kausar, Robina. (2009). A Thesis: Designing ESP syllabus for LLB students. Islamabad: Allama Iqbal Open University.
Khamkaew, Suthee. (2008) Needs and Problems in English Listening and Speaking Skills. Srinakharinwirot: Srinakharinwirot University.
Krahnke, Karl. (1987). Approaches to Syllabus Design for Language Teaching. New Jersey: Prentice Hall.
Kumar, Ranjit. (1999). Research Methodology: a Step-by-Step Guide for Beginners. London: SAGE Publications.
Kvale, Steiner. (1996). Interviews: An Introduction to Qualitative Research Interviewing. Thousand Oaks California: Sage Publications.
Leech, Nancy L., and Onwuegbuzie, Anthony J. (2007). An Array of Qualitative Data Analysis Tools: A Call for Data Analysis Triangulation. The American Psychological Association, Volume 22, No. 4, pages 557-584.
Mehrdad, Ali Gholami. (2010). A Subjective Needs Assessment of EGP Students at Islamic Azad Universityof Hamedan. The Journal of Applied Linguistics, Volume 3, Issue 1.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
Nation, Paul and Macalister, John. (2010). Language Curriculum Design. New York and London: Routledge.
Nawaz, Muhammad. (2010). Developing an ESP Course for Applied Science Students in Pakistan. Language in India, volume 10, 2010.
Nunan, David. (1988). The Learner-Centered Curriculum: A study in second language teaching. Cambridge: Cambridge University Press.
Nunan, David. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Oliver-Hoyo, M., & Allen, D. (2006). The use of triangulation methods in qualitative educational research. Journal of College Science Teaching, 35, 42–47.
Polkinghorne, D. E. (2005). Language and Meanung: Data Collection in qualitative Research. Journal of Counseling Psychology, 52, 137-145. .
Rahman, Md. Momatzur. (2008). Developing an ESP Speaking Course Framework for the Foreign Postgraduates in Science and Technology at National University of Malaysia. English for Specific Purposes World, issue 4, 2008.
Richards, Jack C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, Jack C. and Rodgers, Theodore S. (2006). Approaches and Methods in Langauge Teaching. Cambridge: Cambridge University Press.
Richards, Jack C., and Schmidt, Richard. (2002). Dictionary of Language Teaching and Applied Linguistics London: Pearson Education.
Sesek, Urska. (2007). English for Teachers of EFL-Towards a Holistic Description. English for Specific Purposes, volume 26, pages 411-425, 2007.
Shavelson, Richard J. (2002). Scientific Research in Education. Washington: The National Academy of Sciences.
Shi, Ling, Corcos, Robin, and Storey, Anna. (2001). Using Student Performance Data to Develop an English Course for Clinical Training. English for Specific Purposes Volume 20, pages 267-291.
Shrivastava, Archana. (2008). English for Specific Purposes: Its Meaning and Importance in Present Indian Scenario. ESP World, Issue 1 (22), Volume 8, 2009, http://www.esp-world.info.
Songhori, Mehdi Haseli. (2008). Introduction to Needs Analysis. English for Specific Purposes world, Issue 4.
Sumintino, Bambang. (2013). RSBI: Problems Seen in Hindsight. Available at www.thejakartapost.com.
Tahir, Adnan. (2011). Learning Needs – A Neglected Terrain: Implications of Need Hierarchy Theory for ESP Needs Analysis. English for Specific Purposes World, Issue 33, Volume 11.
Ting, Liang. (2010). An ESP Course Design for Airport Information Desk Staffs. Chinese Journal of Applied Linguistics, Vol. 33, No. 4, pages 3-25.
Tratnik, Alenka. Key Issues in Testing English for Specific Purposes. Scripta Manent, 4(1), pages 3-13).
Yalden, Janice. (1987). Principles of Course Design for Language Teaching. Cambrdige: Cambridge University Press.
Zais, Robert. (1976). Curriculum: Principles and Foundations. New York: Harper and Row.
