INVESTIGATING THE ENGLISH NEEDS OF ENGINEERING COMMUNITY AT INDONESIA UNIVERSITY OF EDUCATION: A Descriptive Study at Indonesia University of Education).

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INVESTIGATING THE ENGLISH NEEDS OF ENGINEERING

COMMUNITY

AT INDONESIA UNIVERSITY OF EDUCATION

(A Descriptive Study at Indonesia University of Education)

A Thesis

Submitted in partial fulfillment of the requirements for Master’s Degree of English Education Study Program of Postgraduate Studies

Indonesia University of Education

Muh. Aditya Gilang Ramadhan

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ENGLISH EDUCATION STUDY PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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==================================================================

INVESTIGATING THE ENGLISH NEEDS OF

ENGINEERING COMMUNITY

AT INDONESIA UNIVERSITY OF EDUCATION

(A Descriptive Study at Indonesia University of Education)

Oleh

Muhammad Aditya Gilang Ramadhan

S.Pd UPI Bandung, 2012

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Universitas Pendidikan Indonesia

Desember 2015

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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Declaration of Authorship

I, Muh. Aditya Gilang Ramadhan declare that the thesis entitled

Invesitigating the English Needs of Engineering Community at Indonesia University

of Education

and the work presented in it are my own and has been generated by me as the result of my

own original research. I confirm that:

 This work was done wholly or mainly while in candidature for a research degree at this University;

 Any part of this thesis has not previously been submitted for a degree or any other qualification at this University or any other institution,

 I have consulted the published work of others, this is always clearly attributed;

 I have quoted from the work of others, the source is always given. With the exception of such quotations, this thesis is entirely my own work;

 I have acknowledged all main sources of help;

 This thesis is based on work done by myself

 None of this work has been published before submission.

………

________________

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Muhammad Aditya Gilang Ramadhan, 2015

Investigating the English Needs of Engineering Community

At Univeritas Pendidikan Indonesia

By

Muh. Aditya Gilang Ramadhan

Abstract

Since its emergence, ESP along with the development of important aspects in

human’s lives including economics, science and technology has developed valuable

knowledge for language teaching enterprise. Similarly, in Indonesia ESP has also answered the demand for specific English used in the vocational and professional field by establishing its place in the vocational high school level curriculum as well as higher education level curriculum. Yet, many ESP teachers and curriculum designers

often neglect the learners’ specific needs by excluding needs analysis from ESP plans as well as abandoning its prospective contribution to day to day teaching and learning process such as teaching methodology and material being used. Thus, by inviting four groups of stakeholders from four non-educational engineering study programs at Universitas Pendidikan Indonesia, this study hoped to be able to draw a picture of English needs as perceived by the target engineering community. With the employment of questionnaire and interview this study were able to collect several information regarding target engineering community’s present situation and target

situation covering; target learners’ objective information, expected purposes of the

course, available resources, prospective use of the language, and present English for Engineering classroom. These data findings were further used as series suggestions in designing English for Engineering syllabus intended for the mentioned setting.

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next section involves a discussion of the research study in which the research context is outlined, the participants involved in this study are detailed, and the researcher’s roles are explained. This way, the current study is able to provide the clear map on addressing the target students’ needs as students and their long-term needs as professional both from stakeholders’ perspectives. Next,

the research instruments applied in the study are presented. These include questionnaires and

interviews. The chapter, then, discusses the data analysis methods applied in the study,

triangulation, the validity and credibility and some ethics and risks issues related to the study.

Finally, the limitations of research methodology are discussed and conclusions are drawn.

3.2. Purpose of the Study and Research Questions

This study aimed to capture the English needs perceived by the target community in

Indonesia engineering enterprise. The main objective of this study was to investigate why,

where, when and how the target language was needed by the stakeholders through the use of Hutchinson and Waters’s NA approaches (1987) of Present Situation Analysis (PSA) and Target Situation Analysis (TSA). Thus, by investigating both English needs of engineering students and

professionals, this study was able to capture the profile of English Engineering (EG) in

Indonesia. Through a needs analysis using questionnaires and interviews eliciting the subjective

perceptions of these populations, the study pursued the following objectives:

1. To produce a profile of the specific English needs of typical Indonesian engineering

students and professionals to fully function in their academic and target career situation

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2. To produce a model of ESP data-driven syllabus which is suitable for the mentioned

context

It was highly expected that this study would help to foster further understanding of engineering students’ current and future English language needs from a pedagogical perspective in Indonesian setting. Moreover, it was also expected to explore and indentifying learners’ specific needs as a necessary starting point in designing or developing courses, programs and

curricula (Munby, 1978; Hull, 2006). Furthermore, in order to fulfill the mentioned objectives,

this study generated the following research questions:

1. What are the specific English needs of Indonesian Engineering students and professionals

to fully function in their academic and target career situation?

2. What type of syllabus is expected to meet the needs of engineering students in the

mentioned context?

3.3. Research methods

Looking at the above research objectives, this study adopted a descriptive method. This

type of research method is targeted to provide the description and interpretation of the data as it

is (Cohen, Manion & Morrison, 2007, p. 205). The use of this methodology was expected to

produce a fuller picture of the topic being investigated as well as expanding the scope and

breadth of the “lacks, necessities and wants” (Hutchinson & Waters, 1987) of ESP learners,

alumni/professional, teachers and course coordinators in their journey of fulfilling the industrywide practice’s demands. The mentioned research design is married with the mentioned study purposes as it “focuses on collecting, organizing and summarizing information” (Malik & Hamied, 2014) obtained from the respondents of the Needs Analysis. Moreover, this study

corresponds to the characteristic of descriptive research explained by Malik and Hamied (2014) as it “describes” what the needs of Engineering community are like and how they are “related to each other” when they are simplified and synthesized in the form of a syllabus.

3.4. Setting and Respondents of the Study

The respondents of this study was drawn from the insights from theorists like Munby

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Long (2005) who emphasized that the Needs Analysis should involve the target group, the

audience, the needs analyst and the resource group. As informed by Brown (2009) the target

group is the group, commonly students, where the information will be ultimately gathered. He

further explains that the audiences (teachers, administrators) 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. Lastly, 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 was represented by the engineering students from

four majors; Mechanical, Building, Architecture and Electrical engineering, whereas, the

audience was represented by the English instructors and finally the resource group was

represented by the professional engineers and the managers of program study. Moreover, in

drawing the population, this study employed stratified random sampling technique (Fraenkell &

Wallen, 2008; Coolidge, 2000; Ivankova & Creswell, 2009). The similar sampling technique was

also applied to the selection of graduates/professionals. The complete picture of the sample is

drawn, as follows:

1. Engineering Students

The students from four-non-education-engineering majors were chosen to provide

information on wants or subjective needs. The sample of the present study was 120

students majoring in non-education Electrical, Building, Architecture and Mechanical

engineering at Indonesia University of Education, Bandung.

2. Professional Engineers

Information from professional engineers represented necessities or required knowledge.

Sixty of them were chosen as respondents for the present study. These respondents were

invited from a number of companies practicing in Building, Mechanical, Architecture and

Electrical engineering. They were chosen due to the fact that they have experienced the

target situation in industrywide practice. Thus, they possessed ideas of the target situation

and suitable activities for the ESP course.

3. ESP Teachers

The ESP teachers were chosen to represent the group of audience. The four of them were

on stratified sampling technique. They were invited from Electrical, Architecture,

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4. Study Program Managers

The faculty members provided information on the necessities or required knowledge. The

present study involved four study program managers from four engineering study

programs at UPI Bandung.

Figure 3.1. Respondents of Needs Analysis

Target Group Audience Resource Group

Engineering students from

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, p. 102). Meanwhile, interview was

conducted to further investigate or gather more detailed and better information from the

interviewee (Polkinghome, 2005; Miles and Huberman, 1994; DiCicco-Bloom & Crabtree,

2006). Details about the procedure of data collection are described in the following table:

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Instrument Data Source Sample

Questionnaire  Engineering students at

Indonesia University of

Interview  ESP teachers from

four-mentioned study

The questionnaires were first distributed to the 120 non-education engineering students at

Indonesia University of Education on the 16th of June 2015 and the last day of the distribution

was on 25th of June 2015. The questionnaire consisted of a series of questions derived from the

Present Situation Analysis model proposed by Hutchinson & Waters (1987). This model reflects

three sections: personal information, English needs, and suggestions for future ESP course. The

personal information section covers the participants experience in previous English studies,

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.

This particular model was also used as the basis of questionnaire design targeted for

professional engineers. The distribution of this questionnaire was firstly started on 14th of June to

27th of June 2015. It was distributed to 60 professional engineers working in various industrial

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of questions derived from the Target Situation Analysis model developed by Hutchinson &

Waters (1987).

Figure 3.3. Hutchinson &Waters’sTarget Situation Analysis model Why is the language needed?

 for study;

 for work;

 for training;

 for a combination of these;

 for some other purpose, e.g. status, examination, promotion.

How will the language be used?

 medium: speaking, writing, reading, etc.;

 channel: e.g. telephone, face to face;

 types of text or discourse: e.g. academic texts, lectures, informal conversations, technical manuals, catalogues.

What will the content areas be?

 subjects: e.g. medicine, biology, architecture, shipping, commerce, engineering;  level: e.g. technicians, craftsman, postgraduate, secondary school.

Who will the learners use the language with?

 native speakers or non-native;

 level of knowledge of receiver: e.g. expert, layman, student;

 relationship: e.g. colleague, teacher, customer, superior, subordinate.

Where will the language be used?

 physical setting: e.g. office, lecture theatre, hotel, workshop, library;

 human context: e.g. alone, meetings, demonstrations, on the telephone;

 linguistic context: e.g. in own country, abroad.

When will the language be used?

 concurrently with the ESP course or subsequently;

 frequently, seldom, in small amounts, in large chunks.

3.5.2. Conducting of interviews

The interviews were conducted with (a) four ESP teachers assigned to teach in the

mentioned four study programs at UPI Bandung, (b) four mentioned study program managers,

(c) one chosen engineering student drawn from the sample, (d) one professional engineer drawn

from the sample. The interviews with each group of respondents had its own objectives. The

results of the interview can be seen in chapter IV. Meanwhile the guideline and transcripts of the

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The interview with the ESP teachers was conducted on the 16th, 22nd, 24th of June 2015.

The objectives were to find information that was required to complete the framework of Target

Situation Analysis as well as to triangulate information regarding Present Situation described by

the students.

The interview with the four study program managers was conducted between 23rd and

29th of June 2015. The objectives were to identify: 1. The vision and mission of the ESP course,

2. The ESP teachers, 3. The facilities for the course, 4. The urgent English language needs of the

students.

Meanwhile, the interview with one engineering student was conducted on the 23rd of June

2015. The interview with this student was projected to add extra information in interpreting the

data obtained from questionnaire.

Finally, the interview with the alumni (professional engineer) was conducted on the 27th

of June 2015. Similar with the objective of the interview held with one of engineering students,

the interview with one of professional engineers was also targeted to provide additional

information on the questionnaire results.

Figure 3.4.Hutchinson and Waters (1987) Model of PSA

Who are the learners?

Why are the learners taking the course?

 Compulsory

 Concept of teaching and learning

 Methodology

What resources are available?  Teachers’ competences  Teachers’ attitude to ESP

 Knowledge of and attitude to subject content

 Materials, aids

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When and where the ESP course take place?  Pleasant, dull, noisy, cold, etc

 Time of day, everyday/once a week

 f/P-time, concurrent with need or pre-need

3.6. Data analysis

Data analysis is one of the most important steps in research (Leech and Onwuegbuzie,

2007, p. 562). The interviews of the present study followed the seven steps of interview

investigations proposed by Kvale (1996, p. 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 a higher mean (x) indicates

higher needs whereas a lower mean (x) indicates lower needs. Data from questionnaire

concerning the English needs were then displayed, described, and interpreted. The RensisLikert’s scale (as cited in Khaemkaw, 2009, p.28) employed in the present study is as follows:

Figure 3.5.RensisLikert’s scale

Scale Needs

5 Most Important

4 Important

3 Moderate

2 Slightly important

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Muhammad Aditya Gilang Ramadhan, 2015 3.7. Validity

The present study employs triangulation by collaborating two data collection methods to

triangulate results, p. interview and questionnaire. This is in line with Denzin (as cited in Flick,

2002, p. 226) and Oliver-Hoyo& Allen (2006) 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 is

members check. According to Alwasilah (2012, p. 178), members check is conducted to avoid

misinterpretation that a researcher makes. In addition, it helps establish the accuracy of the

findings (Ivankova & Cresswell, 2009, p. 191).

Furthermore, to ensure the validity of the questionnaire, the researcher asked for

feedback, critics, comments, and suggestions. According to Alwasilah (2009, p.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 received from a senior lecturer of the English department at UPI who was the expert of EFL

curriculum enterprise, ten engineering students and a number of doctorate researches.

3.8. Credibility

Similar with quantitative studies, in qualitative study, data validation is important as it

justify the truth and honesty of a description, conclusion, explanation, and interpretation of a

research report (Alwasilah, 2012, p.125). Assessing validity of the research can be constructed

from its description, interpretation, theory, and generalization (Maxwell, 1996 as cited in

Alwasilah, 2012). Even though validity and reliability is equally important in asserting the

quality of the study, in qualitative paradigm these two concepts are better to be represented by

credibility, Neutrality or Conformability, Consistency or Dependability and Applicability or

transferability (Lincoln & Guba, 1985). Thus, to enhance each and every research quality

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a. Triangulation

Triangulation is a technique in collecting and analyzing the data which are derived from

multiple data sources aiming to minimize bias on data presentation of the study (Alwasilah,

2012, p.130). In this study, the particular strategy was used to enhance the data credibility by

collaborating multiple data sources from interviews and questionnaire. Therefore, rich data in

data collection and analysis could be beneficial in assuring a high quality conclusion.

b. Iterative questioning.

Iterative question is among the credibility assurance techniques involving the use of

probes to elicit detailed data in which the researcher returns to matters previously raised by an

informant and extracts related data through rephrased questions (Shenton, 2004, p. 65). Further it

is stated that through iterative questioning falsehoods can be detected and the researcher may

decide to discard the suspected data (Shenton (2004). Thus, this study included redirecting the

same question in different forms to check the contradiction that occurred in each and every

interview session held with the respondents.

c. Member Checks, Feedbacks, and Audit

Member check plays very important role to minimize missed-interpretation of behaviors,

answers, and perspectives of the respondents (Alwasillah, 2012, p. 132). While feedbacks and

audit are useful to gain various point of views from debriefer as peer examination or review

toward the study. In order to enhance data credibility, the researcher will review the findings to

the respondents, the supervisor, and debriefer in order to get valuable feedbacks for the study

(Alwasillah, 2012, p. 132). Thus, this study employed this technique to ensure that what the

respondent had said in the interview session was the exact perspective he/she believed.

3.9. Transferability

Transferability reflects the responsibility of the investigator in ensuring that sufficient

contextual information about the fieldwork sites is provided for the readers (Lincoln & Guba,

1985; Firestone, 1993; Shenton, 2004, p.65). Thus, as what has been pointed by Shenton (2004)

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a) The number of organizations taking part in the study and where they are based;

b) Any restrictions in the type of people who contributed data;

c) The number of participants involved in the fieldwork;

d) The data collection methods that were employed;

e) The number and length of the data collection sessions;

f) The time period over which the data was collected.

3.10. Dependability

Similar with the term reliability in quantitative research, dependability is projected to provide a “prototype model” to which other researcher then can follow (Shenton, 2004). Therefore, as suggested by Shenton (2004), this study also provided detail information regarding

a) The research design and its implementation, describing what was planned and executed

on a strategic level;

b) The operational detail of data gathering, addressing the minutiae of what was done in the

field;

c) Reflective appraisal of the project, evaluating the effectiveness of the process of inquiry

undertaken.

3.11. Ethical considerations

Prior to the commencement of the study, permission to conduct the research was obtained

from Indonesia University of Education and from respondents themselves. The voluntary nature

of participation was made as explicit as possible to the target learners, professional engineers,

ESP teachers and the study program managers through the process of informed consent.

Moreover, during the interview, they were not required to answer any questions they found uncomfortable. The participants’ confidentiality was further assured through the use of pseudonyms and by removing any identifying information from the research report. Lastly, the

video/tape recordings were only seen and heard by the researcher himself which was kept in a

locked hard disk upon the completion of the study and will then be destroyed after a period of

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3.12. 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 triangulation design taken from the mixmethods

paradigm to describe the English needs of non-education engineering students. The participants

of the research consisting of respondents from Building, Architecture, Electrical and Mechanical

engineering study program that included 120 engineering students, 60 professional engineers, 4

assigned ESP teachers and four study program managers. 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

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CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter firstly, presents broad conclusion of the study regarding the English needs of

engineering community in UniversitasPendidikan Indonesia. Then, the next part provides

implication and recommendation of the study. Finally, limitation and implication for further

research are stated at the end of the chapter.

5.1. Conclusion of the Study

This Needs Analysis thesis is an attempt to describe the perceptions possessed by

undergraduate non-educational engineering stakeholders; students, teachers, alumni and study

program managers towards the English language needs of engineering community at Indonesia

University of Education (UPI). The study focuses on the target practitioners; subject and

language teachers, academic administrators, to minimize the discrepancy created by the absence

of Needs Analysis which is identified to not only endanger the nature of the course but also form

mischief regarding the language skills needed, appropriate teaching methods and suitable

resources.

This study aimed to look at the research findings from multiple perspectives by

triangulating both quantitative and qualitative findings in an attempt to answer the study research

questions related to the present and target situation advised by Hutchinson and Waters (1987). In

relation to engineering community’s Present situation at UPI Bandung, the results demonstrate

that the present situation of the target community was complex. Firstly, the participant students

demonstrated similarities and differences in attitudes, motivation and beliefs towards English

language use. Secondly, they also demonstrated varieties of learning styles (most students

appeared to be dependent-learners) and level of English language proficiency. Most of these

students came with inadequate knowledge of the target language, a fact which was indicated by

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Furthermore the participant students have also called for a broad ESP course to be

implemented on the target discipline. It was realized by the suggestion regarding the

balanced-combination between General and Specific English in the classrooms. With such views, the

students desire a flexible ESP syllabus, which provides practice in both the receptive and

productive skills, but greater focus on speaking and reading in academic as well as speaking and

listening in target career situation, preferably implemented by a bilingual teacher who promotes

50%-75% use of English. Besides the fact that the students expressed unsatisfactory towards the

frequency of ESP course in the curriculum, the course still lacks of relevant materials, tasks and

teaching methods.

The findings of this research question also offer a perspective from which to identify the

engineering students’ target situation. First of all, English is considered as an important tool of

communication in engineering community. It is also important to note that the importance of this

language varied from one situation to another. Here, in academic encounter, English was

perceived as the main tool of acquiring related-field knowledge through the activities of reading

source books, whereas, in target career situation, it was manly dominated by the needs of

communicating with foreign colleagues or customers. Even though the needs of English were

very demanding, the use of it in Indonesian target career situation was identified to occur very

rarely.

5.2. Implication and Recommendations

From the study findings, there are three main points that can be highlighted. Firstly, the

discrepancy among respondents perspective and purposes identified in this study should be

handled by translating students perceived needs into pedagogic term which then be combined

with the description from other stakeholders. In other words, when designing the English

language course, ESP teachers should consider learners needs and guidance from the resource

groups as advised by many ESP theorists. This way, the outcomes of the course can be more

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Secondly, despite the low frequency of the use of English in Indonesian engineering

context, it is suggested that English language should be used extensively in engineering contexts

and considered as the main tool of communication to carry out a variety of different academic

and target career activities. Thus, they should also match what the students learn with what they

will face in their academic and professional domains. It can be achieved by placing the focus of

language teaching on active group learning so that learners can be more easily exposed to target

language use.

Lastly, looking at the teachers’ qualification and resources, the findings of this study are

strongly advised to be used as the first layer of foundation for any decision making related to the

process of designing syllabus. Therefore, well-structured ESP courses can offer much more

reliable outcomes and expectation.

5.3. Limitations and Suggestion for Further Research

The major limitation of this research is common to all fundamental researches which

focus on firstly describing issues in the contextual situation. Thus, the further studies can

complete the development by conducting Needs Analysis for every sub community of

engineering as well as proposing the suggested syllabus, since it is known that every student is

unique, and what is desirable or challenging to one person might not be the same to others.

Furthermore, to understand and evaluate the use of English in the sciences, there is a need for

more focused investigation of each discipline’s language requirements as this study has only

investigated the general needs of four departments (non-education Building, Electrical,

Architecture and Mechanical engineering). Thus the findings might not be generalized since the

study is fundamentally concerned with one faculty. In relation to the limited information

gathered from engineering students, it can be said that more evidence is needed to establish their

wants, lacks and necessities. Finally the process of conducting the instruments employed in the

study was also another limitation. The instruments of this study were restricted only to the use of

questionnaire and interview. Therefore, it is expected that the future study can enrich the

knowledge through classroom observation and the use of proficiency test which enable the more

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