9
learners, administrators, employees, parents, and stakeholders should be taken into consideration when conducting needs analysis.
To sum up, needs analysis in ESP are related to the process of collecting information that will become the source for developing a curriculum that will
meet to the needs of learners with specific purposes. However, needs analysis cannot only be seen
from learners’ needs. Therefore, this study tries to conduct needs analysis based on the employees’ perspectives.
2. Need Analysis Models
There are several approaches used to conduct a need analysis for assessing language needs of learners in ESP. Rahman 2015 believed that there are three
need analysis models proposed by ESP scholars. They are Target Situation Analysis TSA, Learning Situation Analysis LSA, and Present Situation
Analysis PSA.
2. a. Target Situation Analysis TSA
In the mid-1970s, needs analysis focus on linguistic and register analysis West, 1998. However, since Munby 1978 introduced his work,
Communicative Needs Processor CNP, needs analysis change its machinery by placing the learners’ purposes as a central framework of needs
analysis. According to Songhori 2008, TSA was introduced by Chamber 1980 based on Mu
nby’s work. The term of TSA can be defined as a study involving component condition of the target language to gain all
information which will be trained in the language learning. West 1998
10
explained that In Munby’s CPN, the target needs and target level
performance are developed by investigating the target situation. Then, in order to give a detailed description of target situation,
Munby 1978 specified eight parameters to establish the profiles of needs. The parameters are:
Purposive domain: this category refers to the type of ESP and the
purpose which the target language will be used.
Setting: the physical setting specifying the spatial and temporal aspects
of the situation where English will be used, and the psychological setting specifying the different environment in which English will be
used.
Interactions: related to the learners’ interlocutors and learner’s
relationship with them.
Instrumentality: relates to the medium of the language written,
spoken, or both, mode of the language monologue, dialogue, and channel of communication face to face, radio, etc..
Dialect: dialects learners will have to be produced in terms of their
spatial, temporal, or social aspect.
Communicative event: states what the participants will have to do
productively or receptively.
Communicative key: the manner of the participants which related to
the activities comprising an event, e.g. politely or impolitely.
11
Target level: level of language proficiency at the end of the ESP course
which might be different for each skill. Based on the Munby’s parameters, Hutchinson and Waters 1987
developed a comprehensive framework of target situation analysis. Their framework consists of a list of questions the analyst should find answers to.
Here the target situation analysis framework developed by Hutchinson and Waters:
Why is the language needed? o
for study; o
for work; o
for training; o
for a combination of these; o
for some other purpose, e.g. status, examination, promotion. How will the language be used?
o medium: speaking, writing, reading etc.;
o channel: e.g. telephone, face to face;
o types of text or discourse: e.g. academic texts, lectures, informal
conversations, technical manuals, catalogues. What will the content areas be?
o subjects: e.g. medicine, biology, architecture, shipping,
commerce, engineering;
12
o level: e.g. technician, craftsman, postgraduate, secondary
school. Who will the learner use the language with?
o native speakers or non-native;
o level of knowledge of receiver: e.g. expert, layman, student;
o relationship: e.g. colleague, teacher, customer, superior,
subordinate. Where will the language be used?
o physical setting: e.g. office, lecture theatre, hotel, workshop,
library; o
human context: e.g. alone, meetings, demonstrations, on telephone;
o linguistic context: e.g. in own country, abroad.
When will the language be used? o
concurrently with the ESP course or subsequently; o
frequently, seldom, in small amounts, in large chunks.
2. b. Learning Situation Analysis LSA
