Needs Analysis English for Specific Purposes

teachers, collecting data such as textbooks that the learners will have to read, investigating the situations where the learners will need to use the language. The purposes of the needs analysis in language teaching, based on Richards 2001: 52, are to find out what language skills a learner needs in order to perform a particular role; determine if an existing course adequately addresses the needs of potential students; determine which students from a group are most in need of training in particular language skills; identify a change of direction that people in a reference group feel is important; identify a gap between what students are able to do and what they need to be able to do; collect information about a particular problem learners are experiencing. Graves 2000: 103 also says that there are types of information that can be gathered when analysing the needs, such as: The present 1. who the learners are; 2. the learners‟ level of language proficiency; 3. the lear ners‟ level of intercultural competence; 4. their interests; 5. their learning preferences; 6. their attitudes. The future 1. the learners‟ goals and expectations; 2. the target contexts: situation, roles, topics, and content; 3. types of communicative skills they will need and tasks they will perform; 4. language modalities they will use. Hutchinson and Waters 1987 divide needs into target needs what the learner needs to do in the target situation and learning needs what the learner needs to do in order to learn. 1 Target Needs Hutchinson and Waters 1987 in Nation and Macalister 2010: 24-25 states that the analysis of target needs can look at: 1. Necessities: what is necessary in the learners‟ use of language? It also fits into required knowledge . Hutchinson and Waters 1987: 55 say that necessities are what the learners have to know in order to function effectively in the target situation. They need to know the linguistic features that commonly used in the target situation. 2. Lacks: what do the learners lack? For example, the lack in doing a conversation related to something at work. It fits into present knowledge . Hutchinson and Waters 1987: 55 add that teachers have to know what the learners know already, so they can then decide which of the necessities the lea rners‟ lack. 3. Wants: what do the learners wish to learn? It fits into subjective needs . 2 Learning Needs Target situation is like a destination of the learners, while learning needs are the routes of reaching the destination. Teachers have to choose the route according to the conditions of the learning situation; the learners‟ knowledge, skills and strategies; and the learners‟ motivation for travelling learning the language, Hutchinson and Waters 1987: 62. Teachers not only know what people do with language, but also know how people learn to do what they do with language. In analysing learning needs, some questions can be used, proposed by Hutchinson and Waters 1987: 62, which are: - Why are the learners taking the course? - How do the learners learn? - What resources are available? - Who are the learners? - Where will the ESP class take place? - When will the ESP class take place? Hutchinson and Waters 1987 propose a number of ways that are frequently used in analysing needs, namely questionnaires, interviews, observations, and data collections. According to the theories above, the researcher used questionnaires to gather information about the target needs and learning needs of grade eleven students of Beauty Skin Care study programme. The information need to be used as the items must be taken account in developing the materials.

3. Content-Based Instruction for Vocational High School a. Definition and Principles

Content-Based Instruction is other principles in developing the learning materials. It focuses more on the content of the text rather than the grammatical structures. In CBI, students convey the content through the language. Krahnke in Richards 2006: 27 defines CBI as the teaching of content or information in the language with little effort to teaching the language itself separately from the content being taught. CBI prefers teaching around content rather than teaching around the syllabus or linguistic Richards and Rodgers, 2001: 204. Content itself is defined as the information or subject matter that is learn through language Richards, 2006: 28. For vocational high school students, the knowledge to understand and use the language is more important than the knowledge about the structures of the text. As the CBI focuses on the content rather than the grammatical structures, therefore, CBI which are based on Curriculum 2013 is an approach which is fit to be used in vocational high school. The English learning materials for Beauty Skin Care study programme were developed by choosing the appropriate contents which are related to their study. The materials were developed by emphazising on content first before deciding the language skills. The materials were developed by using CBI as one of the bases. In developing the materials, there are five principles of CBI proposed by Brinton in Nunan 2004: 132 that must be noted. The first principle is basing the instructional decisions on content rather than language criteria. It means that the content of the materials is determined first, then it followed by the language items. The content of the developed materials needed to be relevant with the students‟ needs. The second principle is integrating skills. There are four skills that must be organized integratedly. At the same time, grammar and vocabulary and the four skills are not taught separately. Those are combined as the content of the learning materials. Students need to enhance their ability in mastering the four skills in order to facilitate them in having communication using English. As, the contents are related to beauty skin care, therefore the vocabulary will be related to beauty skin care. The third principle is involving students actively in all phases of the learning process. Therefore, the activities were developed in order to make students actively participated in the learning process. There are activities that need to be done in groups andor in pairs. By doing group discussions, students can have more information and better understanding in learning the language because teachers give chances for the students to build their own understanding about the materials given. Teachers have a role as the supplement who provide information when the students have problems in learning. The fourth principle is choosing contents that are relevant to students‟ lives, interests andor academic goals. When the content of the materials fits the