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said that one of the purposes of needs analysis is to fill the “gap” of what a language program
“lacks”. Jordan 1994 indicates that the main
two approaches in needs analysis are the Target- Situation Analysis and the Present-Situation
Analysis. Robinson 1991:8 argues that a needs analysis, which focuses on students’ needs at the
end of a language course, can be called a TSA Target Situation Analysis. Dudley-Evans and
St. John 1998: 124 refer to TSA as tasks and activities where learners arewill be using
English for target situation”. TSA generally uses questionnaire as the instrument. Dudley. TSA
includes objective, perceived and product- oriented needs.
2.1.1 Target Situation Analysis
Dudley-Evans and St. John 1998:124 refer to TSA as tasks and activities where
learners arewill be using English for target situation”. TSA generally uses questionnaire as
the instrument. Dudley-Evans and St. John 1998:124 explain that “TSA includes objective,
perceived and product-oriented needs”. Munby 1978 presents a highly detailed set of
procedures for discovering target situation needs. He
calls this
set of
procedures the
Communication Needs Processor CNP. The CNP consists of a range of questions about key
communication variables topic, participant, medium, etc which can be used to identify the
target language needs of any group of learners.
2.1.2 Present Situation Analysis
According to Robinson 1991:8, “PSA Present Situation Analysis seeks to establish
what the students are like at the start of their language course, investigating their strengths
and weaknesses”. Dudley-Evans St. John 1998 state that PSA refers to strengths and
weaknesses in language, skills and learning experiences.
2.2 The Purposes of Needs Analysis
The effective needs analysis is very important for analyst and others teachers, staff,
students involved in it in conducting needs analysis. We can refer to Richard’s book on
Curriculum Development showing us shows that needs analysis in language teaching may use for
a number of different purposes, for example: 1 to find out what language skills a learner needs
in order to perform a particular role, such as sales manager, tour guide, or university students;
2 to help determine if an existing course adequately addresses the needs of potential
students; 3 to determine which students from a group are most in need of training in particular
language skills; 4 to identify a change of direction that people in a reference group feel is
important; 5 to identify a gap between what students are able to do and what they need to be
able to do; 6 to collect information about a particular problem learners are experiencing
Richard 2001:52.
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3 METHOD
Participants in this present study are 13 EFL learners in graduate level of English Language
Studies of
Hasanuddin University.
Questionnaires were distributed to gather the data purposed to know the EFL learners’
responses related to their joining in EAP course especially on reading and their needs or wants
for the course. In addition to questionnaires were distributed to students, interview was carried out
to get supporting data from the Lecturer. Data were
analyzed descriptively
in table
presentation.
4 FINDINGS
The findings are based on the questions related to students’ target and present situations
3.1 Target Situation Analysis
Target Situation Analysis of this current study shows that most EFL learners want to read
text books and journal articles as references for supporting their study. This is indicated in
Pictures 1 as follows:
Source: Primary Data Picture 1. The Expected Reading Material to Read
There are 11 85 EFL learners expect to read text books as references and 2 15 EFL
learners do not expect text books as reading material. All EFL learners 100 also expect to
read journal articles as reading material. From the open questions, we got the answers from
students as follows: What are your expectations for the EAP course
especially for reading skill? My expectations for the EAP course particularly
for reading skills are: -
to improve my comprehension in reading,
- to enrich my knowledge with the style of
academic writing especially journal article,
- to enhance my reading skill.
- to improve my writing performance.
- to enable students to comprehend the
content and structure of the references books or journals
- to improve reading skill in terms of
speed, level of comprehension, etc. -
to know how to read well any references using reading strategies
- to read journal articles.
What reading strategies do you should use in reading
English for
Academic Purposes
materials?
2 4
6 8
10 12
14
Text books Journal
articles 11
13
2 Yes
No
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2 4
6 8
10
T h
e m
a in
S k
im m
in g
T h
e d
e ta
ils o
f S
ca n
n in
g G
u e
ss in
g
R e
sp o
n d
in g
7 8 8
4 8
9 5 5 5
9 5
4 1
0 0 0 0 0 Often
Somestimes Never
- Skimming
- Scanning
- Reading the abstract of journal article to
know prior information about the article -
Guessing unknown words in the text -
finding main ideas -
pay attention to the reference used in that article.
- Predicting
- Guessing unknown words in a text and
afterward ensuring their meaning by using dictionary
- Summarizing
- Responding
- Note taking outlining
As an ELS student, what are your suggestions for the next EAP course especially for reading
skill? -
EAP course should be taught in the first semester and not in the last semester
since it is very useful for ELS students; the present materials are very good and
appropriate with the students’ needs however the subject credit is supposed to
be increase from 2 to 3; -
The next EAP especially for reading skill should lengthen the duration of
meeting. -
EAP course should focus on the
development of students’ awareness in reading journal articles, so it can help
the students easily get the main idea and information gap as the future reference
in writing a paper.
3.2 Present Situation Analysis
