NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL
(A study in pilot project school of 2013 Curriculum)
A THESIS
Submitted in partial fulfillment of the requirements for the Master’s Degree in English Language Education
By
WULAN RAHMATUNISA 1302437
ENGLISH EDUCATION STUDY PROGRAM
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
PAGE OF APPROVAL
NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL
(A study in pilot project school of 2013 Curriculum)
A THESIS
By:
WULAN RAHMATUNISA 1302437
This thesis has been approved by Supervisor
Prof. Dr. Didi Suherdi, M.Ed. NIP. 19621101 198712 1 001
acknowledged by
The Head of English Education Study Program
CANDIDATE’S STATEMENT
I hereby certify that this thesis entitled “Needs Analysis and Course Design for Economics and Business Students of Vocational School” submitted in partial fulfillment of the requirements for the Master’s Degree of English Education Study Program of Graduate School UPI is the result of my own work,
except where acknowledgement is made, and that this thesis or any part of the
some has not been submitted to any other university or institution.
Bandung, August 2015
The writer
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NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL
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ABSTRACT
Wulan Rahmatunisa. 1302437. Needs Analysis and Course Design for Economics and Business Students of Vocational School. English Education Study Program of Graduate School UPI 2015.
Wulan Rahmatunisa, 2015
NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL
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ABSTRAK
Wulan Rahmatunisa. 1302437. Needs Analysis and Course Design for Economics and Business Students of Vocational School. Pendidikan Bahasa Inggris Sekolah Pascasarjana UPI 2015.
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TABLE OF CONTENTS
PAGE OF APPROVAL ... i
CANDIDATE’S STATEMENT ... ii
ACKNOWLEDGEMENT ... iii
PREFACE ... iv
ABSTRACT ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... x
LIST OF FIGURES ... xi
CHAPTER I INTRODUCTION 1.1 Background of the Study ……….. 1
1.2 Research Questions……….. ... 4
1.3 Purposes of the study ………... ... 4
1.4 Significance of the study ……… ... 5
1.5 Definition of the key terms……… ... 5
1.6 Thesis statement………... 7
1.7 Research Design……… ... 7
1.8 Organization of the Thesis……… ... 7
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2.1.1 The Origin of ESP……… ... 9
2.1.2 The Definition of ESP……… ... 10
2.1.3 The ESP Practitioner……… ... 11
2.1.4 The Development of ESP……… ... 13
2.1.4.1 Register analysis……… ... 13
2.1.4.2 Rhetorical and discourse analysis……… ... 16
2.1.4.3 Target situation analysis……… .. 17
2.1.4.4 Analysis of study skills and strategies ……… ... 18
2.1.4.5 Analysis of learning needs ……… 20
2.2 Needs Analysis ... 22
2.2.1 Basic concept of needs analysis ... 22
2.2.2 Historical overview of need analysis ... 27
2.2.3 How to conduct need analysis ... 29
2.3 Course Design ... 33
2.3.1 Possible approaches to course design ... 34
2.3.2 Organizing the course ... 38
2.4 Curriculum ... 40
2.4.1 Definition of curriculum ... 40
2.4.2 Curriculum orientation ... 42
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2.4.5 Curriculum design ... 50
2.5 The 2013 Curriculum in Indonesia ... 54
2.6 Related previous research ... 56
CHAPTER III METHODOLOGY 3.1 Research Design ... 58
3.2 Site and Participants ... 59
3.3 Data Collection ... 59
3.3.1 Questionnaire ... 60
3.3.2 Interview ... 61
3.3.3Document Analysis ... 61
3.4 Data Analysis Framework ... 62
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Data from Questionnaire... 64
4.1.1 Learning materials ... 64
4.1.2 Learning activities ... 71
4.2 Data from Interview ... 78
4.3 Document Analysis ... 81
4.4 Concluding remark ... 84
CHAPTER V CONCLUSSION AND RECOMMENDATION 5.1 Conclusion ... 86
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REFERENCES ... 91
APPENDICES Appendix 1 Questionnaire... 99
Appendix 2 Interview for English Teacher ... 104
Appendix 3 Questionnaire Data Analysis ... 105
Appendix 4 Interview Transcription ... 110
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LIST OF TABLES
Table 2.1 List of needs identified in needs analysis literature ... 24
Table 2.2 Questions for focusing on needs ... 29
Table 2.3 Approaches in language teaching ... 36
Table 2.4 Steps and coverage of curriculum ... 45
Table 4.1 Students’ language skills ... 65
Table 4.2 Students’ competencies ... 66
Table 4.3 Required learning materials ... 69
Table 4.4 Suitable learning activities ... 74
Table 4.5 The benefit of English in future career ... 76
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LIST OF FIGURES
Figure 2.1 Grave’s (2000) model of curriculum design ... 38 Figure 2.2 Systematic to designing and maintaining
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CHAPTER I INTRODUCTION
This chapter describes the general issues related to the present study. These
include the background of the study, research questions, purposes of the study,
significance of the study, definition of the key terms, thesis statement, research
design, and organisation of the thesis.
1.1 Background of the Study
The year of 2015 becomes the commencement of ASEAN Free Trade
Area (AFTA) which has brought Indonesian students high demand on education
especially on their English proficiency. Hall (1996) claims that such changes have
resulted in demand for new skills, particularly in industries related to technology,
economics, science, health and entertainment. Concerning this issue, higher
educational institution especially vocational school should produce learning
outcomes correlated with job competencies needed in their future working world.
This condition indeed has been a big task for ESP teachers to deal with.
Curriculum is precisely one of the most important things in education. It
must be designed appropriately to reach the goals of education. One of the main
assumptions of curriculum development is that a major educational program should be based on an analysis of learners’ needs. Procedures used to collect information about learners’ need are known as need analysis (Richards, 2001).
Periodically evaluating and revising existing language programs may give
a lot of benefits for developing curriculum effectively. The basic concept of
renewing the curriculum is to unite needs assessment and curriculum
development process. Lepetit and Cichocki (2002) claim needs analysis is central
importance for developing curriculum. Grier (2005) suggests that curriculum
developers must have tenable information which will provide them a basis to
ensconce their curricular decisions. If needs assessments are united with curriculum goals and objectives, students will not be in ‘an either-or situation but
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rather can select options that benefit both the learners and society’ (Grier, 2005: 60). Belcher states that needs assessment should be the bedrock on which all decisions are based and lists the roles of ESP professionals as ‘needs assessors first and foremost, then designers and implementers of specialized curricula in
response to identified needs’ (2006: 135).
Needs analysis then is an important part of language curriculum design. It
involves looking at where the learners are now in their knowledge of the
language, where they need to get to in order to use the language for the purposes
they are aiming for, and what they feel they want to learn (Nation, 2000). A very useful way of taking account of learners’ needs in a language course is to use a negotiated syllabus. This involves the teacher and the learners regularly
negotiating with each other to decide what will be taught and how it will be
taught.
Needs are described as objective and subjective (Brindley, 1989: 65),
perceived and felt (Berwick, 1989; 55), target situation/goal oriented and
learning, process-oriented and product-oriented (Brindley, 1989: 63); in addition
there are necessities, wants and lacks (Hutchinson & Waters, 1987: 55). These
terms have been introduced to describe the different factors and perspectives
which have helped the concept of needs to grow. Each of these terms represents a
different philosophy or educational value, and merits careful thought.
The importance of needs analysis is mentioned by Hutchinson and Waters
(1987), Jordan (1997) and Robinson (1990) when saying that any approach to
course design should start with some kind of analysis of: target needs, present
situation, language, etc. With the data obtained it will be possible to formulate ‘general aims’ and more ‘specific objectives’ as intended outcomes.
These specific objectives should realize the learners’ needs, and provide the basis for decision making in the programme. Techniques and procedures used
for collecting relevant information for syllabus design purposes are referred to as
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contexts of use as well as learner or learning preferences. Nunan (2000) establishes a distinction between ‘objective’ and ‘subjective’ information (or needs). Objective data (age, language, educational background) concern facts
about the learner. Subjective information concerns the learners’ attitudes, wishes
and preferences.
In the history of education in Indonesia, there have been various kinds of
curriculum developed, but it seems that there has not been an appropriate
curriculum that meets our students’ need. Longstreet and Shane (1993) reveal another side of curriculum which requires decision making: ‘Curriculum is a historical accident—it has not been deliberately developed to accomplish a clear set of purposes’. Rather, it has evolved as a response to the increasing complexity of educational decision making.
Regarding Curriculum 2013, which is the newest curriculum of national
education of Indonesia, a lot of changes will be made to the face of education
system of this archipelago country. The changes made will be on the process of
learning, the number of lessons, and also the learning time will be longer than
before. The difference between Curriculum 2013 and the school-based
competence Curriculum are located on the competence aspect of knowledge.
Curriculum 2013 puts attitude on the higher priority than skill competencies and
knowledge (Permendikbud No 66, 2013).
According to the Education National Standard Board (BSNP) the standard
of competence of graduate is the qualification of graduates which involves the
aptitude, knowledge, and the skills which are stated on the basis of decree No. 23,
2006. This means that the standard of competence of graduate is the guidance to
determine the graduation of the student, which is suspended on how the student
can master each competency of the study: the cognitive, affective, and
psychomotor side of the student.
As the impact of those spreading issues about this new curriculum, some
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folly due to the abolition of vital lessons especially for vocational schools. A
vocational school is a school in which the students are taught the skills needed to
perform a particular job. Vocational students need to be prepared to enter the
working world after they graduate and should have some special abilities to
support their knowledge.
The competition to get the job as advertised in many job vacancies stated
that English is required in term of fluency in written as well as spoken forms. So
the vocational high school students should be able to perform their English
competence; General English (GE) as well as English for Specific Purpose (ESP).
However, the present situation of learning English in Indonesian vocational
schools has not really fulfilled those issues (Alfiyati & Mariana, 2014). Therefore,
by this study, a deep analysis on needs of students of vocational school in
Kuningan was conducted in order to enhance the implementation of the newest
curriculum for economics and business students of vocational school.
1.2 Research Questions
The study attempted to answer the following questions:
1. What are the required learning materials for economics and business students
of vocational school?
2. What are the suitable learning activities for economics and business students
of vocational school?
1.3 Purposes of the Study
As mentioned in background above, the present study aimed to
investigate:
1. The required learning materials for economics and business students of
vocational school.
2. The suitable learning activities for economics and business students of
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1.4 Significance of the Study
With regard to the significance of the study, this research has the potential
to the theory, educational practice and professional practice as follows.
Theoretically, this study is expected to enrich the literature on need
analysis for economics and business students of vocational school in the context
of 2013 curriculum which is still likely received a little attention in Indonesian
EFL context.
Practically, this study provides information related to designing need analysis in order to develop students’ English proficiency especially for economics and business students of vocational school.
Professionally, informed by the results of this study, it is hoped that EFL
teachers could develop materials and teaching strategies which incorporate need analysis in order to support students’ success.
1.5 Definition of the Key Terms
There are two terms in this study; “needs analysis” and “course design”. Firstly, needs analysis is a vital part of syllabus design. It helps to inform
decisions concerning the formulation of both process and product objectives, and
these in turn, assist with the specification of syllabus content and procedures.
Needs should be regularly re-checked, and objectives modified as appropriate
throughout the duration of the teaching programme (Richards, 2001). Moreover,
needs analysis is an important part of language curriculum design. It involves
looking at where the learners are now in their knowledge of the language, where
they need to get to in order to use the language for the purposes they are aiming
for, and what they feel they want to learn (Nation, 2000). A very useful way of taking account of learners’ needs in a language course is to use a negotiated syllabus. This involves the teacher and the learners regularly negotiating with
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Needs are described as objective and subjective (Brindley, 1989: 65),
perceived and felt (Berwick, 1989; 55), target situation/goal oriented and
learning, process-oriented and product-oriented (Brindley, 1989: 63); in addition
there are necessities, wants and lacks (Hutchinson & Waters, 1987: 55). These
terms have been introduced to describe the different factors and perspectives
which have helped the concept of needs to grow. Each of these terms represents a
different philosophy or educational value, and merits careful thought.
The importance of needs analysis is mentioned by Hutchinson and Waters
(1987), Jordan (1997) and Robinson (1990) when saying that any approach to
course design should start with some kind of analysis of: target needs, present
situation, language, etc. With the data obtained it will be possible to formulate ‘general aims’ and more ‘specific objectives’ as intended outcomes.
Secondly, course design is the way in organizing the course. It depends on
a number of factors which include the course content, goals and objectives, past experience, students’ needs, beliefs and understandings, the method or text and the context (Graves, 2000: 127). A course is “an integrated series of teaching -learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge”. (Hutchinson & Waters 1987: 65) The distinction between a curriculum and a course is important because some of the areas of concern in
curriculum development as: societal needs analysis, testing for placement
purposes or program wide evaluation may be out of the hands of teachers who are
developing courses (Richards, 2001).
According to Dubin and Olshtain (1986), course outcomes can be divided
into knowledge-oriented or skill oriented types. When course planners choose to
focus in the knowledge aspect of the course product, they must list the elements
of the content that learners are expected to master. Basically, a
content/knowledge-oriented statement of outcomes will answer the question: what
are learners expected to know by the end of the course? Content can be specified
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or functions, as vocabulary – defined both quantitatively and qualitatively – or it
can be specified in terms of all these areas of content (Graves, 2000; Richards,
2001).
1.6 Thesis Statement
This study intends to portray needs analysis and course design for
economics and business students of vocational school in Kuningan which become
the pilot project school of 2013 Curriculum.
1.7 Research Design
This study employed qualitative method. It was conducted in qualitative
design with some data collected quantitatively through questionnaire and
qualitatively through interviews and document analysis from students and
teachers. It investigated a phenomenon which is described by Cresswell (1994) as
an approach which inquires often makes knowledge claims based primarily on
constructivist perspectives. The researcher physically went to the people, setting,
site or institution to interview or record in its natural setting. The questionnaire
was used for descriptive statistics, whereas interviews and document analysis
were used for the collection of more in-depth and emergent data.
Data were collected first through questionnaire. As Richards (2001) and
Graves (2000) remark, questionnaire is essential instrument to gather information about students’ needs and context. Then the interview and document analysis were conducted in collecting the data from English teachers of vocational schools.
The small numbers of participants who were interviewed were chosen based on a
purposive sampling.
1.8 Organization of the Thesis
This thesis consists of five chapters. Chapter one presents general
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the theories that support the study. Chapter three elaborates the methodology of
the research. Chapter four presents the data, data analysis result, and the
discussion of findings. This thesis is concluded in chapter five in which the
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CHAPTER III METHODOLOGY
This chapter elaborates aspects to do with the methodology of the study.
Section 3.1 explains the research design; section 3.2 states the site and participants
of the study; section 3.3 explains the data collection including instrumentation and
procedures. Section 3.4 states the method of data analysis.
3.1 Research Design
This study employed qualitative method. It was conducted in qualitative
design with some data collected quantitatively through questionnaire and some
collected qualitatively through interviews and document analysis from students
and teachers. It investigated a phenomenon which is described by Cresswell
(1994) as an approach which inquires often makes knowledge claims based
primarily on constructivist perspectives. The researcher physically went to the
people, setting, site or institution to interview or record in its natural setting. The
questionnaire was used for descriptive statistics, whereas interviews and
document analysis were used for the collection of more in-depth and emergent
data.
In this study, data were collected first through questionnaires. As Richards
(2001) and Graves (2000) remark, questionnaire is essential instrument to gather
information about students’ needs and context. Then the interview and document
analysis were conducted in collecting the data from English teachers of vocational
schools. The small numbers of participants who were interviewed were chosen
based on a purposive sampling. This is in line with Silverman (2005) who stated
that qualitative research designs tend to work with a relatively small number of
cases. Generally speaking, qualitative researchers are prepared to sacrifice scope
for detail. Moreover, even what count as ‘detail’ tends to vary between qualitative
and quantitative researchers. The latter typically seek detail in certain aspects of
correlations between variables. By contrast, for qualitative researchers, ‘detail’ is found in the precise particulars of such matters as people’s understandings and
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interactions. This is because qualitative researchers tend to use a non-positivist
model of reality (Silverman, 2005; Alwasilah, 2008).
Qualitative research tends to be an effort to generate descriptions and
situational interpretations of phenomena that the researcher can offer colleagues,
students, and others for modifying their own understandings of phenomena
(Stake, 2010). These techniques allow researchers to share in the understandings
and perceptions of others and to explore how people structure and give meaning
to their daily lives.
Therefore, as Nunan (1993) says, the data involved in qualitative research
studies are likely to be in forms of words, pictures, charts, diagram, and so on
instead of numerical ones. This does not mean that qualitative research cannot
contain numerical data at all. Sometimes numerical data can be in qualitative
research such as frequency and percentage (Emilia, 2000).
3.2 Site and Participants
The data were taken from a state vocational school and a private
vocational school in Kuningan that become the pilot project schools for
conducting 2013 Curriculum. The participants were 40 students of vocational
school majoring economics and business and the English teachers who have been
teaching EFL for at least 5 years. The reason to choose this site is because these
schools are still trying out this 2013 curriculum. Some of them even planned to
implement this 2013 curriculum in the future due to the effectiveness of this
curriculum.
3.3 Data Collection
The instruments which were used are questionnaire and interview. As
Richards (2001) and Graves (2000) remark, questionnaires are essential
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inquire about their preferences, interests and socio-cultural environment. Graves
(2002) stated that the data collection procedures of the qualitative method
involved setting the boundaries for the study, which lead to classify the
participants in specific area, collecting information through observation, and
establishing the protocol for recording information. Interview is also needed in
order to cover in depth elaboration (Punch, 2001).
3.3.1 Questionnaire
The data taken from questionnaire are structured and open-ended questions.
It gathered the data on students’ needs of English in target situation. Taking all the criteria mentioned into account, several versions of the students’ profile survey
were created with the intention of designing a suitable instrument that helped this
research to gather information about specific characteristics of learners such as
their attitude toward English, elements of access to information they have at
home, artistic activities, music, TV program and places as suggested by
Hutchinson and Waters (1987). On the other side, before applying the latest
version of the students’ profile survey, two other versions were implemented in
order to confirm its reliability.
The final version of the students’ profile survey consists of twenty
questions with multiple answers where students have to either choose different
options or rank their answers into some categories: a lot, more or less, little or
nothing. Two parts formed the questionnaire are students’ self-assessment in
language skills and their opinions about teaching materials, methods, and
assessment. In the self-assessment section, students addressed how much school
paid attention to skills, vocabulary and grammar teaching. The second section
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3.3.2 Interview
Interview was used as instrument in collecting data from vocational school
teachers. This was chosen to gain information from English teachers of vocational
school in Kuningan in relation to the research questions. The semi-structured
interviews were used in this study because they allow for standardized but
in-depth probing of and elaboration on the original response. It enables one to follow
a line of inquiry (Punch, 2001). The questions were prepared in advanced based
on the theme being investigated. Interview is an interaction between two people,
with the interviewer and the interviewee (Kvale, 1996). Thus, interview plays a
significant role in qualitative research because interview allows the researcher “to
check the accuracy of – to verify or refute – the impressions she had gained
through observations” (Fraenkel and Wallen, 2012). Most of the interviews were
conducted in Bahasa Indonesia. Nevertheless there were a number of occasions
whereby English was used as the respective respondents felt more comfortable
using the language.
3.3.3 Document analysis
Document analysis is derived from historical methods which are
essentially concerned with the problems of selection and evaluation of evidence.
Such methods were first developed by von Ranke and have influenced the form of
all academic report writing (Evans 2000: 18; Barzun and Graff 1992: 5). In some
projects documentary analysis will be used to supplement information obtained by
other methods, as for instance when the reliability of evidence gathered from
interviews or questionnaires is checked.
On the other hand, it will be the central or even exclusive method of
research. It will be particularly useful when access to the subjects of research is
difficult or impossible, as in the case where a longitudinal study is undertaken and
staff members no longer belong to the organization being investigated. The lack
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files and records can prove to be an extremely valuable alternative source of data
(Johnson 1984: 23).
The documentary analysis included in this study was English for
economics and business syllabus. It is a teacher syllabus which consists of thirty
six meetings of first and second semester in a year. This method of data collection
was useful to support data gained from questionnaire and interviews.
3.4 Data Analysis Framework
Data analysis comprised data from interview and questionnaire. The data
gathered from the questionnaires were analyzed by counting the percentage of the
participants’ choices dealing with the statements about learning English for
vocational school students majoring economics and business. The questionnaires
can be seen in appendix 1. Based on the data collected from the questionnaire, the
researcher considered that deeper and detailed analysis is still needed. Therefore,
the researcher also conducted the interview.
The interview was used to validate data from other data sources. It was
also used in relation to triangulate the data given by each group of respondent.
There are ten questions addressed to the English teachers of vocational school in
Kuningan. The questions should be relevant to the central theme of the research
guided by the theory. Regarding questions in interviews, there is one thing that
needs a mention that is that researcher often avoid leading question, with the
reason that the answer to the leading question is not detailed. This is not quite
appropriate as leading question is not detailed. This is not quite appropriate as
leading questions, especially in qualitative research, are important, as suggested
by Fraenkel and Wallen (2012).
The data taken from interviewing English teachers of vocational school
were analyzed qualitatively. There were three steps in interview data analysis. The
first step was transcribing the interview recording. Each interview which took
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interview as soon as possible, as suggested by Osborne and Freyberd (1985).
Immediate transcription allowed the interviewers to improve technique of asking
questions for the next interview. The second was selecting the significant data
related to the research problems from the transcription. The third step was
interpreting the significant data to address research questions.
English for economics and business syllabus was analysed in relation to
the research questions. The syllabus revealed the data whether or not the syllabus
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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.
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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
The findings from interview are in line with findings from questionnaire
and document analysis. In relation to students’ difficulties in learning English,
both teachers agreed that their students found difficulties in decoding meaning of
the subject matters written in English. Therefore, students need to learn specific
technical vocabulary to improve reading skills in the field of economics and
business.
Secondly, based on the interview with English teachers, the writer got the
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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.
The other reason was because the teacher did not know more about the
specific material of English for economics and business. It indicates that the
syllabus used was not in accordance with the needs of the students. Thus, some
revision needs to be done concerning the skills to be focused and the content of
the materials. It is crucial to provide students with materials that meet the students
need as what Richards (2001) says that material should correspond to learners’
needs. It is important because ESP is designed to meet the specified needs of the
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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.
In addition, ESP should be applied in vocational schools and university
level as students have already decided the major they want to take. Thus, English
taught should have been specified to their major and materials are adapted from
the ones used in the real work place. In this way, the vocational school students
get knowledge of technical terms and hints of what happen in actual work place.
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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
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