Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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HALAMAN PENGESAHAN
Mengetahui,
Dekan Peneliti
Menyetujui,
Ketua LPPM
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ABSTRACT
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CHAPTER I
INTRODUCTION
A. Background
Needs analysis has existed in the world of language education for two or
three decades. During this time, a huge amount of literature has explained what
needs analysis is and how it has been worked out through the years. Needs
analysis, as a term related to language teaching, first appeared in the 1920s.
Four models of needs analysis are gaining much recognition by researchers.
The four models are Munby’s Target Situation Analysis (1978); Allwright’s
Present Situation Analysis (1982); Hutchinson & Waters’ model (1987) and
Dudley-Evans & St. John’s Model (1998). Hutchinson & Waters’ model (1987)
differentiate target needs and learning needs. Target needs cover the learners’
necessities, lacks and want in the target situation. In their model, learners’ needs,
which embody the subject positionof learners, were highlighted.
This research which is entitled “Needs Analysis Material on Business
Students” tries to analyze the target needs and learning needs of the Business
Students and Graduates based on Hutchinson & Waters’ Model (1987) of needs
analysis.
B. Problem Statement
One of some factors that affect the students' weaknesses in mastering English
is teaching material. The business students have learned English language but they
have not got teaching material based on their needs that make them weak in
mastering English. Based on it, the researcher formulates the research questions as
follows:
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1. What English teaching materials that suit the needs of business students?
2. Do the English teaching materials given at business faculty fulfill the
businessman’s needs at work?
In accordance with the research question in the problem statement above, this
research has the following objectives:
1. To find out the English teaching materials that suits the needs of business
students.
2. To find out whether the English teaching materials given at business
faculty fulfill the businessman’s needs at work.
This study concerns with applied linguistics which is focused on the needs of
English teaching materials on business students. The business students here refer
to graduates and students who are still studying (students of institution). The
business students will be asked about their needs of English teaching materials in
business by using questionnaire and interview.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Hutchinson and Waters (1987) have provided a five stage synopsis of the
development of ESP. It comes out clearly that each of these stages has one area of
activity that appears to be fundamental. The stages are the concept of special
language: register analysis, rhetorical or discourse analysis, target situation
analysis, skills and strategies and learning- centred approach.
The fact that English is used for a specific purpose does not imply that it is a
special form of the language, different in kind to other forms. Though there are
some features that can be identified as „typical‟ of a particular context of use and
which, therefore, the learner is more likely to meet in the target situation. But
these differences should not be allowed to obscure the far larger area of common
ground that underlies all English use, and indeed, all language use. They further
argue that in terms of teaching, information gained from the target situation is of
secondary importance to the general development of competence in the learner.
From this approach, one can conclude that Hutchinson and Waters were
advocating for a course design that is a negotiated process between students and
teachers and, therefore, a dynamic process where students are constantly
consulted on the content and structure of the course: an approach with the avowed
aim of maximizing the potential of the language situation.
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B. Characteristics of ESP
There are features that distinguish ESP courses from the other courses and
these help an ESP practitioner to judge whether a course is tailored to meet
learners‟ specific needs or it is just a duplication of a general English course.
They include the following:
1. Authentic materials: use actual text from the discipline or occupation in
modified or unmodified form (books, forms, charts, graphs etc)
2. Purpose related orientation: simulating real tasks required of the target
setting such as reading of papers written by others, practise note-taking etc.
3. Self-direction: learners must have a certain amount of freedom to decide
what to study and how they will approach the topic.
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D. Types of ESP
E. Needs Analysis
According to West (1994), needs analysis was generally very informal until
1970s and little research was done as language teachers based their teaching on
some kind of intuitive or informal analysis of students‟ needs. He was the first to
introduce needs analysis in his work. After that, many scholars came forward and
realised the importance of needs analysis.
Richards, Platt J. and Platt H. (1992, pp. 242-243) stated that needs analysis is
the process of determining the needs for which a learner or group of learners
require(s) a language and arranging the needs according to priorities. On the other
hand, Nunan (1988 p.13) focused more on the information gathering process; he
states that “techniques or procedures for collecting information to be used in
syllabus design are referred to as needs analysis.”
F. Conceptual Framework
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Figure 1: Categories of Needs
Determining Needs
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Material III
Suggestion
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with research design, subject of the research, research
instrument, procedure of data collection and technique of data analysis.
A. Research Design
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C. Instrument of the Research
In obtaining the data of this research, the researcher used only one kind of
instrument; that is questionnaire. The questionnaire was given to the business
students who are still studying at the college, they are freshman and junior
students (see appendix 1). This questionnaire was used to identify the students’
needs in business English teaching material.
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the research findings and discussion. The result of
data analysis and further explanation dealing with the study are presented in this
chapter.
A. Findings
The findings of this research is about the students’ need on nursing English
teaching materials.
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analyzing revealed that some students believed, speaking is the most
important skill, in contrast grammar is the most unimportant one in business
education (see table 9).
Students were also asked to rank English skills (listening, speaking,
reading, and writing) and English components (pronunciation, translation
vocabulary, and grammar) according to the difficult in their collage. So far,
the data analyzing revealed that some students believed, grammar is the most
difficult skill, in contrast vocabulary is the easiest one in business education
(see table 10).
Some of the students (60%) wanted to continue to the higher education
after graduating from college and the rest (40%) wanted to find a job. Some of
them wanted to work at company (65%), at bank (25%) and the others wanted
to work at foreign company (10%) (see tables 12 and 13).
There are some English skills that most students do not have but need, for
instance the ability to listen and understand English program in radio or
television, spoken English/discuss about business matters, conversational
English social contact/ speak with friend, lecturer or foreigner, the ability to
present classroom oral presentation, and make a paper or journal in English
(see table 15).
B. Discussion
Based on the research question, the students realize that English is very
important to their academic life, as Hutchinson and Waters (1987, p.19) theorize
that, “ESP is an approach to language teaching in which all decisions as to content
and method are based on the learners “ reasons for learning”.
The students need general English and business English as the teaching
materials because later at the work place, the businessman will not only
communicate in everyday life, but they will also talk in meeting with another
educated people. As Swales (1990) noted that English is used for finding or
keeping a job, or more generally any activity that is related to work.
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The students need speaking skill more in learning English than the other
skills. So that is why, they need practical demonstration as the methodology in
learning English. The findings of this part are in arrangement with these facts that
the result of need analysis shows that one of the requirements to get job in
international market is the ability to communicate orally in English.
There are some skills that the students do not have but need. They do not get
it from college because it do not in the syllabus, so in teaching materials, the
lecturer does not teach what the students need, only based on syllabus. Ritcheritch
and Chancerell (1987) argue that the aim of needs analysis is not only to identify
elements which will lend themselves to training but to establish relative
importance, to find out what is indispensable, necessary or merely desirable.
Because the students do not get some skills and materials needed at the
college, they are weak in mastering English language and difficult to get a job in
abroad. Even, if they have get the job in abroad, they will difficult to
communicate well because they do not get it at college. TomHutchinson and Alan
Waters (1987) quoted by Nursyam (2011) stated that the language learning will
reach the point whenever the learners get their needs.
Therefore, students have to get English teaching materials based on their
needs whether at college or especially at work place, because in the end they must
be apply their knowledge that they gain in the college into the work place in the
future. It means both lecturers and students of business English need a better
teaching material.
C. Recommended Materials
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Recommended English Teaching Materials:
General Terms
1. Topic : Introduction
Describing your role and responsibilities
2. Topic : Meeting
Chairing, setting the agenda, controlling the conversation
3. Topic : Business Correspondence
Emails– register, style, standard phrasing
4. Topic : Telephoning
Finance specific scenarios
5. Topic : Making Presentation
Introducing a topic effectively
Business Terms
1. Topic : Process Management
Quality assurance, continuous improvement
2. Topic : Negotiating
Negotiating with customers
3. Topic : Reports
Writing reports – style, register, conventions
4. Topic : Social English
Business conventions
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals with conclusion of this research and suggestion for some
people related to this research.
A. Conclusion
The students realize that English is very important for their business study at
college, for their business study, and for their future carrier/job. Because of the
importance, they felt that 16 meetings in one semester to learn English language
are enough. Students want to fulfill these meetings with learning general English
(Introduction, Meeting, Business Correspondence, Telephoning, and Making
Presentation) and Business English (Process Management, Negotiating, Reports,
and Social English), and demonstration practice is chosen to be the best
methodology.After graduating their study, some of the students wanted to
continue to the higher education and some of them wanted to find a job. For
students who will find a job especially for those who want to find a job in abroad
after graduate, of course they have to increase their speaking skill at college when
studying business English.
B. Suggestion
There are some suggestion addressed to people who concern with this
research topic, they are:
1. Curriculum designers of business subjects, particularly in business
English curriculum, who should know and use the information of
business students, should evaluate the adequacy of existing syllabus,
curriculum and materials, and make a new syllabus based on the students’
need.
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2. Business English instructors or teachers need to recognize the necessity to
make the learner to be aware of the potential relevance and utility of the
language and skills they are learning.
3. Textbook writer should write textbook based on students’ need.
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BIBLIOGRAPHY
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Richards,J.C.(2001). Curriculum development in language teaching. Cambridge:
Cambridge University Press.
Richards,J.C.,Platt,J.&Platt,H.(1992). Dictionary of language teaching and
Applied Linguistics. Malaysia: Longman.
Ritcherich,R.&Chancerel,J.L.(1980).Identifying the needs of adults learninga
foreign language.Oxford:PergamonPress.
Strevens,P.(1988).ESP after twenty years: A re-appraisal. InM.Tickoo(Ed.),ESP
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Stufflebeam,D.L.,McCrmick,C.H.,Brinkerhoff,R.O.&Nelson,D.D.(1985)
Conducting educational needs assessments. Boston: Klower.
Swales,J.M.(1990).Genre Analysis: English in academic and research settings.
Cambridge: Cambridge University Press.
Trimble,L.(1985).English for Science and Technology: A discourse approach.
Cambridge: Cambridge University Press.
West,R.(1994). Needs analysis in language teaching. Language Teaching,27,1-9.
Zhu,W.&Flaitz,J.(2005).Using focus groups methodology to understand students‟
academic language needs. A comparis on of perspectives. Retrieved on
December 5th 2017 fromhttp://tesl-ej.org/ej32/a3.html.
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APPENDICES
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