NEEDS ANALYSIS OF ENGLISH SUBJECT FOR ELEVENTH GRADE NAUTICAL OF COMMERCE SHIPS AT SMK N 10 PADANG
Arif Rahmadhoni1, Mayuasti2, Melvina2
1Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mengetahui kebutuhan siswa didasarkan pada Present Situation Analysis pada mata pelajaran bahasa Inggris di SMK N 10 Padang dengan merujuk kepada konsep dari pengajaran English for Specific Purposes. Jenis penelitian ini adalah deskriptif kualitatif dimana sumber data dalam penelitian ini berupa wawancara semi-struktur dengan siswa dan guru sebagai informan yang mengajar bahasa Inggris bidang maritim pada kelas sebelas bidang keahlian Nautika Kapal Niaga serta hasil observasi berupa catatan lapangan selama proses belajar mengajar di kelas. Dari hasil penelitian ini, peneliti menemukan bahwa siswa kelas sebelas jurusan Nautika Kapal Niaga mempelajari bahasa Inggris yang sesuai dengan konsep pengajaran English for Specific Purposes. Siswa cenderung lemah memahami ataupun menerima bahasa Inggris maritim. Adapun hal yang membuat siswa lemah dalam menerima pelajaran bahasa Inggris maritim, karena siswa tidak memiliki buku dan labor bahasa yang dapat menunjang siswa dalam belajar. Dari hasil penelitian diatas peneliti menyimpulkan bahwa kebutuhan siswa akan pelajaran bahasa Inggris di bidangnya sangat membutuhkan usaha yang lebih dari guru, serta dari pemerintah agar membuatkan kurikulum bahasa Inggris yang khusus untuk siswa SMK. Dengan demikian, hal diatas menjadi tanggung jawab guru dan pemerintah untuk menutupi kelemahan siswa SMK dalam memahami ataupun menerima pelajaran terkait dengan konsep pengajaran English for Specific Purposes.
Katakunci: Analisa Kebutuhan, English for Specific Purposes, Present Situation Analysis, Sekolah Menengah Kejuruan
INTRODUCTION
Need analysis is a starting point in English for specific purposes especially for designing English for specific purposes program, materials, and syllabus and so on.
It is the main core. Songhori, 2008, p.3 claims that needs analysis is the first step in course design and it provides validity and relevancy for all subsequent course design activities. It means that need analysis is important because need analysis is a starting point especially in designing
materials, syllabus, teaching and learning model, evaluation and so on.
Needs analysis becomes crucial for particular area of teaching because it gives significant impacts toward reaching the teaching and learning objective by the learners. Its purpose is to reach the objective of teaching learning so that the learners get benefit to teaching learning. It means that need analysis should relate to students’ need in their workplace such as:
Marine, Computer engineering, Administration officer, and so on. In other
word, need analysis becomes one of the main purposes to establish what the students are like at the start of their language course, investigating their strengths and weaknesses at Vocational High School today.
Especially for English subject in Vocational High School, need analysis will be more complexity than other schools because based on the theory in English for specific purposes for Vocational High School, it is quite different with Senior High School. Therefore, the English teacher in Vocational High School should be considering with the student study. It will be great challenging for English teacher in Vocational High School to apply need analysis.
Definition of English for Specific Purposes (ESP)
English for Specific Purposes refers to way of teaching English for specific learners who study for certain workplace. It provides teaching English which relate to learners’ need in their workplace.
According to Tomlinson, 2003, p.306 English for Specific Purposes is an umbrella term that conveys the teaching of English to students who are learning the language for a particular work or study- related reason. Moreover, English for Specific Purposes is more emphasized to students who learn specific skill in their study and gives significant contribution in
learning English toward students who learn in specific skill. It is also supported by Hutchinson and Waters, 2006, p.19 English for specific purposes is an approach which is based on learners’ need or it is not a product language. English for Specific Purposes is not also methodology in teaching English. It means that English for Specific Purposes refers to a way to teach English skill more closely with their field- study. Hence, English for Specific Purposes is not a result of English teaching learning process, but it reflects to process of English teaching learning for certain learners.
Definition of Needs analysis
Needs analysis is the process identifying and evaluating students’ needs, demand, want and necessities. A needs analysis as an aspect in English for Specific Purposes has purpose to analyze the students’ need. According to Songhori, 2008, p.19 in this process the language and skills that the learners will use in their target professional or vocational workplace on their study areas are identified and considered in relation to the present state of knowledge of the learners, their perceptions of their needs and the partial possibilities and constrains of the teaching context. It means that needs analysis in English for Specific purposes only focus on analysis of students’ need. Hence, analysis which is given will fix and support to reach their needs in workplace. There are three
concepts of Needs Analysis to include aspects of the approaches such as: target situation analysis, present situation analysis, and learning situation analysis.
Hence, this efficiency is extremely important particularly in English language situation where students have limited time.
In other word, the researcher will be deepening of about present situation analysis, because it becomes one needs analysis in this research.
Present Situation Analysis (PSA)
Present situation analysis seeks to establish what the students are like at the start of their language course, investigating their strengths and weaknesses. It attempt to identify what they are like at the beginning of it. It refers to Dudley-Evans and John, 2007, p.124 a present situation analysis estimates strengths and weaknesses in language, skills, learning experience. Thus, the destination point to which the student need to get is to be established.
Aspects of PSA in Needs Analysis
According to Hutchinson and Waters, and Munby suggest points to make suitable aspects of present situation analysis.
Hutchinson and Waters, 2006, p.54 and Munby, 1978, mention that there are several points such as:
a. Factual information about learners Factual information about learners can be interpreted as a real situation in the past or present in the learning English.
Therefore, students know English based on previous learning experiences. It will determine what the students’ needs in English their field of study in the future.
b. Level of proficiency
Each student has a level of proficiency in the language, such as high, average, or low. This depends on the skills they have. in other words, it is becoming a benchmark for researcher to look at the students' level of proficiency in the English language in their field.
c. Content areas (activities involved) Activities in the classroom will be monitored through the teachers who teach. Its means whether the teacher taught within the context of the contents area what the students needs. In other words, the students' needs to their field study.
d. Language use outside classroom Students are required to master the language in the classroom and outside the classroom. They develop English language skills outside with peers or their place of work. It is important for them to practice English language skills outside the classroom.
Teaching English for Nautical of Commerce Ships
Teaching English for Nautical of Commerce Ships is a branch of teaching English for Specific Purposes and has its unique characteristics, which combines
professional knowledge with English knowledge. It is supported by Brow, 2016, p.400 the course of maritime English aims to provide awareness to trainees of their responsibilities to promote understanding and camaraderie on board vessel and contribute to maritime safety. Therefore, communication is the core of learning English for Nautical or maritime English and the objective is that the students will communicate effectively using the English language in their profession.
Yakusheckina, 2002, p.1 states International Maritime Organization (IMO) requires every mariner to have adequate knowledge of English. The requirement emphasizes the importance of the English language proficiency in relation to safety at sea. In other word, the students there learn English as they need English for study and for their future jobs.
The teacher is expected to do communication with people who have a large knowledge about students’ specific skill. Its purposes create synchronizing between English learning and students’
need in their specific study. Arini, 2010, p.17 explains that the set of materials covers four language skills that are listening, speaking, reading and writing which will be very useful for them when they involve in maritime world. The materials are meant to train them to be able
to communicate in English both in oral and written form.
RESEARCH METHOD
The research used descriptive as research design. According to Gay and Airasian, 2000, p.275 descriptive research is research design that determines and describes the way things are and it can be used to investigate the educational problems and issues. It means that, descriptive research would very useful nowadays in investigating many kinds of educational problems included in investigating present situation analysis. In this research, the Nautical of Commerce Ships students studies in eleventh grade at SMK N 10 Padang. The informants of this research were the students and also the teachers. However, there was one teacher to be informant, because there was only one class for Nautical of Commerce Ships Subject at SMK N 10 Padang. . According to Sumanto, 2014, p.162 pemilihan sampel strata adalah proses pemilihan sampel sedemikian rupa sehingga semua sub- kelompok pada populasi diwakili pada sampel dengan perbandingan sesuai dengan jumlah yang ada dalam populasi.
The reason why researcher chooses stratified sampling because this is the suitable technique to collect the data. The researcher wanted students from each characteristics such as; high, average, or
low in class with helped by the teacher.
Moreover, the researcher collect the data through interview and observation (voice recorder and field note).
FINDINGS AND DISCUSSION
The researcher found that the factual information about learners achieve does not allow students to understand maritime English well. As Dudley-Evans and Jo, 2007, p.116 points out that we must make a distinction overall needs and course needs of learners. Because, they do not meet the criteria that have been determined based on their background conditions are minimal English lessons. Students still look bashful and not confident in receiving or understanding this maritime English language. In other words, students have a weakness in specific learning English maritime in the field of study.
Next, the school do not have laboratory to supporting their own field of study. In other word, the students in the eleventh grade Nautical of Commerce Ship considered have not been able to speak English related to their field of study.
Furthermore, students need a lot of help from teachers to get them interested with English. It caused they do not have a textbook in the learning process provided by the teacher. Because only teacher have textbooks or module create by the teacher themselves. However, only one skill is
speaking that make them interest to study English maritime. In other words, the teacher should be extra in explaining the materials with the ways that make the students interested. The researcher found that student's weakness was clear. It cause because they tend to be forced to speak English. However, students was weak in communicating, at least they could recognized the terms English maritime.
REFERENCES
Arini, Restu. 2010. Improving Nautical Students’ English Mastery Through Need Analysis-Based Materials Development. Jurnal Sosio- Humaniora. Vol. 1 No. 1 September 2010. Yogyakarta: FKIP Universitas Mercu Buana.
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