AN ANALYSIS OFSTUDENTS’ NEEDS FOR ESP CLASS INA STATE POLYTECHNICIN LAMPUNG.

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CHAPTER I: INTRODUCTION ... 1

1.1 Opening Remarks ... 1

1.2 Background of the Study ... 1

1.3 Research Questions ... 3

1.4 Purpose of the Study ... 3

1.5Significant of the Study ... 3

1.6Scope of the Study ... 4

1.7 Clarification of the Technical Terms ... 4

1.8 Organization of the Paper ... 5

1.9 Closing Remarks ... 5

CHAPTER II: LITERATURE REVIEW ... 6

2.2 The Nature of ESP ... 6

2.3 Classification of ESP ... 9

2.4 Needs Analysis ... 10

2.5 Material Development for ESP ... 12

2.5.1 Material Evaluation ... 17

2.6ESP Teaching Method ... 19

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CHAPTER III: RESEARCH METHODOLOGY ... 22

3.2 Research Design and Method ... 22

3.3 Research Site ... 22

3.4 Research Participants ... 23

3.4.1 The Students ... 23

3.4.2 The English Lecturer ... 24

3.4.3 The Head of Study Program ... 24

3.4.4 The Director of State Polytechnic of Lampung ... 24

3.4.5.The Stakeholders ... 24

3.5 Data Collection Process ... 25

3.6 Data Collection Techniques ... 26

3.6.1 Questionnaires ... 26

3.6.2 Interview ... 27

3.6.3 Document Analysis ... 28

3.7 Data Analysis Framework ... 29

3.7.1 Questionnaires Data ... 29

3.7.2Interview Data ... 29

3.7.3Documentary Data ... 29

3.8 Validity Issue ... 30

CHAPTER IV: DATA PRESENTATION AND ANALYSIS ... 31

4.2 Students’ Needs Analysis ... 31

4.2.1 Data from Questionnaire ... 31

4.2.2Students’ Needs Analysis Questionnaire ... 30

4.2.2.1 Present Situation ... 32

4.2.2.2 Target Situation ... 37

4.2.2.3 Learning Needs ... 39

4.2.3Data from Interview... 41

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4.3Syllabus and Textbook Relevancy toward Students’ Needs ... 44

4.3.1Syllabus Analysis ... 44

4.3.2 Textbook Analysis ... 47

4.4Material Piloting ... 54

4.4.1Students’ Opinion on Proposed Materials ... 54

4.4.2Stakeholder Opinion on Proposed Materials ... 57

CHAPTER V: CONCLUSION AND SUGGESTION ... 59

5.2 Conclusion ... 59

5.3 Limitation of the Study ... 60

5.3 Suggestion ... 60

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Page

Table 4.1 : Students’ Competencies 33

Table 4.2 : Students difficulties in Mastering English Skills 35

Table 4.3 : Target Situation 37

Table 4.4 : Language Skills Percentage in English Business

syllabus 45

Table 4.5 : Example of Reading Task 48

Table 4.6 : Example of Writing Task 49

Table 4.7 : Example of Speaking Task 50

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Page

Figure 2.1 : ESP Classification by professional area

proposed by Tony Dudley-Evans and John 9

Figure 2.2 : ESP materials design model

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Page

Appendix 1 : Interview with The head of Accounting

study Program 67

Appendix 2 : Interview with English for Business Lecturer 69

Appendix 3 : Interview with the Director of Polytechnic 71

Appendix 4 : Needs Analysis Questionnaire 73

Appendix 5 : Material Questionnaire 78

Appendix 6 : Stakeholder Questionnaire1 80

Appendix 7 : Stakeholder Questionnaire2 82

Appendix 8 : Source of Information 84

Appendix 9 : Needs Analysis Questionnaire Frameworks 85

Appendix10 : Lesson Plan 86

Appendix11 : English for Business Syllabus 89

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CHAPTER I

INTRODUCTION

1.1 Opening Remarks

This chapter introduces the problem of the study. It starts with the

background of the study, which describes the overview of the needs of teaching

English for specific purposes at Accounting Study Program. Then, the purpose of

the study, research question, significance of the study, and scope of the study and

clarification of technical terms follow it. This chapter is concluded with

organization of the paper.

1.2 Background of the Study

In a state Polytechnic of Lampung, General English is taught for three

semesters. One of the study programs, Accounting study program sets its own

policy to have English for Specific Purposes for its fourth and fifth semester

students.

English for Business as one of ESP types was chosen to be taught in this

study programs. In ESP, English is taught to meet the English needs in area of

specialization. The needs in area of specialization are worth considering since the

language we speak and write varies from one context to another (Hutchinson and

Waters, 1986). Further, if a group of learners’ English language needs can be

accurately specified, it will be easy to determine the content of a language

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Students’ needs of English in specific discipline can be analyzed through

Needs Analysis(Richard, 2001). Needs analysis is used to develop objectives and

content, and it can provide data for reviewing an existing program (Richards in

Nunan, 1988). According to Iwai et al. (1999) cited in Songhori (2008), the term

needs analysis generallyrefers to the activities that are involved in collecting

information that willserve as the basis for developing a curriculum that will meet

the needs ofa particular group of students.Moreover, Sprat (2005) said

To meet students’ personal needs, teacher should choose suitable materials, topic, speed of lesson, activities, approach to teaching (activity-based, topic-based), treatment of individual learners, skills, interaction patterns (group, pair or individual), and types of feedback. Meanwhile, in order for teacher to meet students’ learning needs, they should choose suitable materials and topic, activities, interaction pattern, approach to teaching, language and skills level of language and skills, learning strategies and workload.

It means identifying students’ needs are crucial to design an ESP course

in terms of deciding suitable materials and teaching method.

Considering the importance of Needs Analysis in conducting ESP class,

the researcher interested to find out the accounting students’ needs of ESP class at

State Polytechnic of Lampung, which has not been done yet. The information

from the Needs analysis will also be used to formulate a syllabus and develop

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1.3 Research Questions

The study attempted to address the following questions:

1. What are English needs of students of Accounting Study Program?

2. Have the existing syllabus and textbook covered the English needs of students

of Accounting study program?

3. What materials are considered relevant to the English needs of students of

Accounting Study Program?

1.4 Purpose of the Study

This study was conducted to a) to investigate the English needs of students

of Accounting study program, b) to analyze whether the existing syllabus and

textbooks have covered the English needs of students of Accounting study

program, and c) to select materials which are relevant with the English needs of

students of Accounting study program.

1.5 Significance of the Study

This study is significant in that results of the study are expected to

contribute and give some informative ideas to the development of theory, practice,

and profession.

For theoretical development, this study can offer the information that can be

used as a model for the improvement of the English teaching program in ESP

context, especially concerning with the relevancy of materials to students’ needs

in the teaching learning process.

For practical and professional developments, the result of the study will be

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research site in particular and other department in general. Moreover, it is

expected that the study would be beneficial for other researchers that can

stimulate to carry out similar study with other interest.

1.6 Scope of the Study

This study is limited to the investigation of English needs at Accounting

study program in a State Polytechnic of Lampung. The result of the study is

expected to give contribution to the improvement of the teaching of English at

Accounting study Program at the research site and at the other Accounting study

program in general.

1.7 Clarification of the Technical Terms

There are several terms used in this paper, one of them is ‘stakeholder’.

Stakeholders are person or a group of persons with a right comment on, and have

input into, the curriculum process offered in school (Conelly and Cladinin in

Richards, 2001). However, the term ‘stakeholder’ in this study refers to

companies which usually employed state Polytechnic graduates. In this study, the

stakeholders are represented by PT. Sampoerna Telekomunikasi dan CV Usaha

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1.8 Organization of the Paper

This thesis is divided into five chapters. Chapter one gives general

description of the introduction to the topic of the research. i.e. by presenting the

background of the study and research questions. The theories that support the

study are presented in chapter two. The theory of English for Specific Purposes

(ESP) proposed by Hutchinson and Waters (1978) and Dudley-Evans and St John

(1998), especially the theory of ‘needs analysis’, primary supports this study. Chapter three discuses research methodology, which gives description about

where the study is conducted, who the participants are, how the study is designed,

how the data are collected and how data are analyzed. In chapter four the

researcher presents data presentation and data analysis result. This thesis is

concluded in chapter five, in which she presents the conclusions and suggestions.

1.8 Closing Remarks

This chapter has presented the introduction of the whole study, which

includes research aims, data collection and data analysis. The following chapter

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Opening Remarks

This chapter discusses overview of the design and method of the study. It

particularly describes research site and research participants (the students, the

Director of State Polytechnic of Lampung, the Head of Study Program, and the

English Teacher). Then data collection process, data collection technique from

data resources (document analysis, questionnaire and interview), and data analysis

follow them. Validity issues conclude this chapter.

3. 2 Research Design and Method

Due to the characteristics, this study employed qualitative research

method. This study deals with a single or small-scale case that is studied in detail

(Punch, 1988 in Silverman, 2005: 126). And the result was not to be generalized

(Alwasilah,2009; Frankel and Wallen, 2007; Setiyadi, 2006).

The research method applied in this study was a descriptive method. It

especially employed a case study because this study examines a case mainly to

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3.3 Research site

The research was conducted in State Polytechnic of Lampung at Economy

and Business Study Program. It was chosen for the researcher is one of the

teaching staff in State Polytechnic of Lampung, therefore, the access to do the

research is feasible. As Alwasilah (2009) states, a researcher should consider

convenience factor in conducting the research.

3.4 Research Participants

In relation to the focus of this study, which is the English needs analysis of

students of Accounting study program at State Polytechnic of Lampung; there

were five groups of the participants who were involved in this study. They were

twenty four students of Accounting study program who were at the fifth semester;

a class of the second semester students of Accounting study program (consisted of

33 students) one English teacher; a Head of Accounting study program; the

Director of State Polytechnic of Lampung; and two supervisors from two PT

Sampoerna Telekomunikasi Indonesia and CV Usaha Bersama. Those participants

were involved in order to get a complete and comprehensive data on students’

needs of ESP class. To protect their real identity the researcher disguises their

names.

3.4.1 The Students

The researcher purposively selected the twenty four students of

Accounting study program who were at the fifth semester. They were chosen

because they had taken “on the job training” program, so that they could give

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groups of students involved in this study were those of the second semester

students of the same study program. The second group of students was the

participant, the researcher chose to try out the proposed material and at the end

they were also asked to fill in questionnaire on Students’ opinion about the

proposed material.

3.4.2 The English Lecturer

An English lecturer of English for Business was involved in this study. He

has been teaching English for Business for about Four semesters.

3.4.3 The Head of Accounting Study Program

The head of Accounting study program was involved in this study to give

information about the study program vision and mission and the expectation on of

ESP class.

3.4.4 The Director of State Polytechnic of Lampung

The director of State Polytechnic of Lampung, Mr. Ridwan Baharta, is

interviewed to gather the data on the Institution expectation of Polytechnic

graduated on English mastery.

3.4.5 The Stakeholders

PT. Sampoerna Telekomunikasi Indonesia and CV. Usaha Bersama were

chosen to involve in this study. The choice was based on the criteria of

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study. Each supervisor was sent a set of questionnaire on Students’ Needs analysis

of ESP class.

3.5 Data Collection Process

The researcher firstly distributed a set of questionnaire on Students’ Needs

Analysis of ESP class to fifth semester students of Accounting Study Program. As

it was mentioned the students chosen were those who had finished their “on the

job training” program (PKL). Due to the absence of some students, the

questionnaires were distributed in two periods. The next visit to distribute the

questionnaires to the students was a week later, during the TOEIC session. During

this time, the researcher also collected English for Business Syllabus to be

analyzed. This syllabus was used to analyze the material taught and the students’

needs based on the study. Besides the syllabus, the researcher also asked

permission to have the copy of students’ TOEIC score. It was used to see the

Accounting students’ English capability. The copy of students’ score was then

given a week later.

The next visit was made two days later. This time the researcher

interviewed the Head of Accounting study program to learn about Study Program

vision and mission and Graduates’ needs on ESP. The researcher, then,

interviewed one of the English lectures, Mr. Anwar, to capture further the ongoing

ESP program. Mr. Anwar has been teaching the ESP class for about four

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The researcher made her next visit the following day to interview the

director of State Polytechnic of Lampung. The interview gathered the data on the

Institution vision and mission, and the Institution expectation on graduates’

English mastery.

While most of the data from respondent were collected during the

researcher visits, the data from the supervisors were received through email within

two weeks since the questionnaires had been sent.

Having gather and analyzed the data taken from all respondents, the

researcher formed a one meeting proposed material. The researcher then do

materials pilotingto the second semester students of Accounting study program.

At the end of the session, the students were given a questionnaire, this

questionnaire was aimed to capture students opinion on the material. The

questionnaire on students’ opinion toward the materials used to revise and design

other materials. Then, the researcher tried out the materials again.

3.6 Data Collection Techniques

To obtain the data for this study the researcher collected them through

three different techniques as follows:

3.6.1 Questionnaires

There two kinds of questionnaires used in this study. The first

questionnaire was Students’ needs Analysis questionnaire and the second one was

Students’ responses toward proposed materials questionnaire. Students’ Needs

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study program and two representatives of stakeholder. Students’ questionnaires

consisted of fifteen open-ended and closed questions. The questions were divided

under three categories; Present situation, Target situation and Learning needs

(Adopted from Hutchinson and Waters, 1987). The combination of open-ended

and closed questionnaire was aimed to investigate and explore deep answers on

students needs’ analysis under those three categories.

The questions given to the second group of participants, the stakeholder

representatives, are open-ended questions. It gathered the data on students’ needs

of English in target situation. There were seven questions given to each

supervisor. The questionnaire was distributed through email, and the answer was

also return back through email within two weeks.

The Students’ responses toward proposed material questionnaire were

given right after the material has been tried-out. There were ten open-ended

questions aimed at gathering information on how the students’ think about the

material. There were seven areas to be covered in this questionnaire; Material

relevancy to Accounting area, Material relevancy to future career, New

experience in ESP class, Part of the material that is/are useful, Part of the material

that need to be improved, Part of the material that is difficult, and part of the

teaching activities that is useful.

3.6.2 Interview

Interview was chosen to gain information from the Head of study program,

the Director of State Polytechnic of Lampung, and an English Lecture in relation

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transcribed. Then, the transcription was analyzed in relation to the theories

presented in chapter II and to the research questions.

Interviews were given in a semi-structured way, because she had an aim to

explore all information that might appear during the interview. The researcher did

not only focus on the prepared questions, but also developed the questions as the

interview was going on. All interviews were recorded and transcribed to ease the

researcher to analyze them.

The interview was used to validate data from other data resources. It was

also used in relation to triangulate the data given by each group of respondent.

There are eight questions addressed to the director of State Polytechnic of

Lampung nine questions addressed to the Head of Accounting Study Program,

and eleven questions addressed to the English Lecturer.

3.6.3 Document Analysis

There two documentary analyses included in this study:

1. A State Polytechnic of Lampung Business English Syllabus. It is a teacher

syllabus which consists of fourteen meetings.

2. Students’ TOEIC score. The students joined the TOEIC as graduation

prerequisite.

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3.7 Data Analysis Framework

3.7.1 Questionnaire data

Data from questionnaire were in the form of respondent written answers.

The questionnaire data were taken from two groups of respondents; the student

and the stakeholder. In relation to research questions the answers from student

questionnaire were analyzed under three categories; present situation, target

situation, and learning needs. The Stakeholder questionnaire data are analyzed in

relation to the analysis on students’ needs under target situation needs.

3.7.2 Interview data

The data from interview were in the form of recording. The recording were

analyzed and categorized to gain information related to the research question

about Students’ needs of ESP class under target situation category (see Appendix

Source of Information).The interview was also used to triangulate the data taken

from the questionnaire.

3.7.2 Documentary data

A State Polytechnic of Lampung Business English Syllabus was analyzed

in relation to the research question. The syllabus revealed the data whether or not

the syllabus used has met the students’ needs of ESP class. While the students

TOEIC score data was analyzed to give more information on students English

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3.8 Validity Issues

The data of this study were checked by triangulating. The data were

collected from three data resources (i.e. questionnaire, interview, and

documentary) and from different parties (i.e. students, State Polytechnic of

Lampung director, Accounting head study program, lecturers, and stakeholders.

3.9 Closing Remarks

This chapter has discussed the method and design the researcher applied in

conducting the study. The research site, research participants, data collection

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CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1 Opening Remarks

This chapter consists of two parts. The first part is the conclusion drawn

from the study. The second part is the suggestions addressed to the lecturers who

are concerned with the teaching of English at Accounting study program in the

research site in particular, and the future researchers who are willing to conduct

the same study.

5.2 Conclusion

Based on the research findings, there are some conclusions that can be

drawn from this study. First of all, writing skill and Accounting technical terms

are the most priority to be taught for students of Accounting. This language skill

and component will help them to handle their future job responsibilities. Based on

the data from questionnaire and interview, Accounting graduates will be placed in

the position where they are responsible for accounting activities such as preparing

financial report, analyzing cash flow etc. Those responsibilities involve language

writing skill at the most. Other three language skills cannot be excluded from the

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Second, based on the syllabus and textbook analysis, it can be concluded

that the content of syllabus and the textbook have not specified on Accounting

area. The syllabus, as its name English for Business talks about Business area

which is not relevant to the Accounting students’ needs. In relation to English

mastery, the most difficult problem accounting students will face in their future

job is dealing with Accounting terminologies which much in numbers. Thus,

having the syllabus that includes the materials about Accounting specific area is

urgently required.

Finally, an appropriate, in this term a consistent materials with the English

needs of students of Accounting study program, are those which focus on the

subject-area, in this term, Accounting.

5.3 Limitation of the Study

This study needs to be completed in some ways due to the limitation of the

study. In term of analysis, the researcher is aware that it would be better to include

students’ interview in analyzing students’ needs and materials. Another limitation

of the study deals with piloting the materials, if it possible the material piloting

done in one semester.

5.4 Suggestion

Regarding the research result, it is recommended that Syllabus and

textbook used should be revised to meet the needs of students and it is urgently

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program, start to develop English materials based on the students’ need. The

relevancy of students’ needs and the material taught will be very beneficial to

equip the students for their future career.

Finally, for the researchers who are willing to conduct similar study, it is

suggested that they analyze the textbook used by the students and it is also

suggested that they do the textbooks analysis together with the stakeholders. To

complete the data, it is strongly recommended that the researcher do classroom

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AN ANALYSIS OFSTUDENTS’ NEEDS FOR ESP CLASS INA STATE POLYTECHNICIN LAMPUNG.

Table of Contents

CHAPTER I: INTRODUCTION ... 1

CHAPTER III: RESEARCH METHODOLOGY ... 22

CHAPTER IV: DATA PRESENTATION AND ANALYSIS ... 31

CHAPTER V: CONCLUSION AND SUGGESTION ... 59

Table 4.1 : Students’ Competencies 33

proposed by Tony Dudley-Evans and John 9

Appendix 5 : Material Questionnaire 78

CHAPTER I

CHAPTER III

CHAPTER V

BIBLIOGRAPHY