The Characteristics of ESP Program
b Interviews Mackay as cited by Robinson uses the “structured
interview” where the questionnaire is used by the interviewer to guide the interviewee Robinson, 1991: 12-13. Tarantino as
cited by Robinson states that the advantage of interviews is that the interviewer can help the respondents to clarify and record
their answers and explanations Robinson, 1991: 12-13. Mackay adds that the interviewer can elicit interesting
information that occurs while having a planned agenda to follow.
c Observation Observation is conducted to see the will-be students’
behavior and performances, for instance, in workplace. It is done to complete information in needs analysis.
d Case studies Case study is “one particular type of observation, in
which each individual is shadowed over a period of time.” According to Schmidt, as cited by Robinson, case study is used
to identify difficult linguistic features and provide information to support needs analysis Robinson, 1991: 13.
Schmidt as
quoted by
Robinson states
some advantages of using case studies as a method in needs analysis.
It is explained in the passage below.
Schmidt suggests that the advantages of the case study method are that it gives the ‘possibility of an in-depth study over a period
of time, the opportunity to appeal to the student’s intuitions
about his or her difficulties and needs in more detail than in the oral interview or questionnaires, and the occasion for the
curriculum developer to do direct observation of the student in the classroom and study situation to gain insight into the
student’s own methods of learning
.
Robinson, 1991: 13-14
Meanwhile, the disadvantage is it takes much time to conduct and the results may not be generalized.
e Tests Students are better being tested before the ESP course
to get information about their present English proficiency and their lacks. The test must be reliable and valid, so the scores
can be easily interpreted. f Authentic data collection
Authentic data collection refers to the making of audio video recordings. The disadvantage of the authentic data
collection is it is difficult to determine what is “salient” and “useful” and what is “just interesting” Robinson: 1991: 14.
g Participatory needs analysis It involves asking students to be more active by
asking them to take part in a discussion about their needs and wants. They are also asked to make recommendations about
what should happen in the course. Students are asked to take part in the next research
about, for example, their work or their study. They can inform to the ESP teacher about needs that emerge during the course
so the teacher can gather more information about the course. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
If Robinson suggests the use of seven ways that have been described above, Hutchinson and Waters 1987: 58 suggest the
use of: a Questionnaires
b Interviews c Observation
d Data collection, for example gathering texts, and e Informal consultations with sponsors, learners, and others
Hutchinson and Waters state that the analysis of target situation needs can be conducted by asking questions about the
target situation and their attitudes of learners in the learning process 1987: 59-60. The questions to collect information about
target situation needs are: a Why is the language needed?
The question is asked to know students’ purposes in learning English. They can learn it for study, for work, for
training, for a combination of these, or for some other purposes, for example, status, examination, or promotion.
b How will the language be used? This question refers to the medium, channel, and
types of text or discourse in using the language. The medium means whether the language is used for speaking, reading,
writing, etc. The channel means whether the language is used PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
through telephone, face to face, etc. The types of text or discourse mean whether the language is used in academic texts,
lectures, informal
conversations, technical
manuals, or
catalogues. c What will the content areas be?
This question reveals the subjects in which the language will be used and the level of students. The examples
of the subjects are medicine, biology, architecture, shipping, commerce, or engineering. Meanwhile, the examples of the
level are technician, craftsman, or postgraduate. d Who will the learner use the language with?
This question gives information about people whom the students interact with by using the language, whether or not
the people are native speakers. The level of knowledge of receiver can also be acquired by asking this question; whether
they are experts, laymen, or students. The relationship of the receiver is also elicited from this question, whether the receiver
is colleague, teacher, costumer, superior, or subordinate. e Where will the language be used?
This question provides information about the place where the language will be used. It includes physical setting
office, lecture theater, hotel, workshop, or library, human context alone, meetings, demonstrations, or telephone, and
linguistic context in own country or abroad. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
f When will the language be used? This question gives information about the time, for
example concurrently with the ESP course or subsequently, and about the frequency in using the language.
The characteristics explained above meet the qualifications of Kaban Group Shop. The personnel of Kaban Group, who are
adult learners, have a certain goal to follow ESP program; that is to be able to communicate using
English effectively. This goal and some other information are attained from the needs analysis that
has been conducted via interview. In this study, the needs analysis will be conducted by
setting an informal interview, distributing questionnaires, and holding an observation. These three ways reveal the learners’
necessities, wants and lacks. Questions about the target situation and their attitudes of learners in the learning process will be asked
to them to find out their necessities, wants, and lacks.