NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL: A study in pilot project school of 2013 Curriculum.

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NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL

(A study in pilot project school of 2013 Curriculum)

A THESIS

Submitted in partial fulfillment of the requirements for the Master’s Degree in English Language Education

WULAN RAHMATUNISA 1302437

ENGLISH EDUCATION STUDY PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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PAGE OF APPROVAL

NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL

(A study in pilot project school of 2013 Curriculum)

A THESIS

By:

WULAN RAHMATUNISA 1302437

This thesis has been approved by Supervisor

Prof. Dr. Didi Suherdi, M.Ed. NIP. 19621101 198712 1 001

acknowledged by

The Head of English Education Study Program

Pupung Purnawarman, M.S.Ed., Ph.D NIP. 19681013 199803 1 001

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CANDIDATE’S STATEMENT

I hereby certify that this thesis entitled “Needs Analysis and Course Design for Economics and Business Students of Vocational School” submitted in partial fulfillment of the requirements for the Master’s Degree of English Education Study Program of Graduate School UPI is the result of my own work, except where acknowledgement is made, and that this thesis or any part of the some has not been submitted to any other university or institution.

Bandung, August 2015 The writer

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ABSTRACT

Wulan Rahmatunisa. 1302437. Needs Analysis and Course Design for Economics and Business Students of Vocational School. English Education Study Program of Graduate School UPI 2015.

This study focused on needs analysis and course design for economics and business students of vocational school in Kuningan, West Java. It aimed to investigate the required learning materials and the suitable learning activities for economic and business students of vocational school. This study employed qualitative method. It was conducted in qualitative design with some data collected quantitatively through questionnaire and some collected qualitatively through interviews and document analysis from students and teachers. The questionnaire was used for descriptive statistics, whereas interviews and document analysis were used for the collection of more in-depth and emergent data. This study revealed that listening and speaking skills are the priority in teaching English which is closely followed by writing and reading. The highest students’ preferences for classroom learning activities are vocabulary exercising, followed by simulation and grammar exercising. It is also found that most students consider English is important in their future career and they might need English to communicate with colleague and customer. This information target situation should be taken into consideration as the basis of syllabus and material development. The information from target situation analysis is important in ESP course since it is all about eliciting what the learners have to know related to their future career.

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Wulan Rahmatunisa, 2015

NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL

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ABSTRAK

Wulan Rahmatunisa. 1302437. Needs Analysis and Course Design for Economics and Business Students of Vocational School. Pendidikan Bahasa Inggris Sekolah Pascasarjana UPI 2015.

Penelitian ini mengkaji analisis kebutuhan dan desain pelajaran Bahasa Ingggris untuk siswa ranah ekonomi dan bisnis di sekolah menengah kejuruan di Kuningan, Jawa Barat. Penelitian ini bertujuan untuk mengetahui bahan ajar yang diperlukan serta kegiatan belajar yang cocok untuk siswa ekonomi dan bisnis sekolah menengah kejuruan. Metode yang digunakan adalah kualitatif. Pengumpulan data dilakukan dalam desain kualitatif dengan beberapa data yang diperoleh secara kuantitatif yaitu melalui kuesioner dan beberapa diperoleh secara kualitatif yaitu melalui wawancara dan analisis dokumen dari siswa dan guru. Kuesioner digunakan untuk statistik deskriptif, sedangkan wawancara dan analisis dokumen digunakan untuk penelaahan data lebih mendalam. Penelitian ini mengungkapkan bahwa keterampilan mendengarkan dan berbicara adalah prioritas dalam pengajaran bahasa Inggris di sekolah menengah kejuruan yang diikuti oleh keterampilan menulis dan membaca. Preferensi siswa tertinggi untuk kegiatan pembelajaran di kelas yaitu latihan kosakata, diikuti oleh simulasi dan latihan tata bahasa. Penelitian ini juga mengungkapkan bahwa sebagian besar siswa menganggap bahasa Inggris penting untuk karir masa depan mereka dengan berpendapat bahwa bahasa Inggris sangat diperlukan untuk berkomunikasi dengan rekan kerja dan rekan bisnis. Situasi Target Informasi ini harus dipertimbangkan sebagai dasar pengembangan silabus dan pengembangan materi bahasa Inggris di sekolah menengah kejuruan. Informasi dari analisis situasi target ini penting dalam ESP karena pembelajaran harus berkaitan dengan karir masa depan siswa.

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TABLE OF CONTENTS

PAGE OF APPROVAL ... i

CANDIDATE’S STATEMENT ... ii

ACKNOWLEDGEMENT ... iii

PREFACE ... iv

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... x

LIST OF FIGURES ... xi

CHAPTER I INTRODUCTION 1.1 Background of the Study ……….. 1

1.2 Research Questions……….. ... 4

1.3 Purposes of the study ………... ... 4

1.4 Significance of the study ……… ... 5

1.5 Definition of the key terms……… ... 5

1.6 Thesis statement………... 7

1.7 Research Design……… ... 7

1.8 Organization of the Thesis……… ... 7

CHAPTER II LITERATURE REVIEW 2.1 ESP ... 9

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2.1.1 The Origin of ESP……… ... 9

2.1.2 The Definition of ESP……… ... 10

2.1.3 The ESP Practitioner……… ... 11

2.1.4 The Development of ESP……… ... 13

2.1.4.1 Register analysis……… ... 13

2.1.4.2 Rhetorical and discourse analysis……… ... 16

2.1.4.3 Target situation analysis……… .. 17

2.1.4.4 Analysis of study skills and strategies ……… ... 18

2.1.4.5 Analysis of learning needs ……… 20

2.2 Needs Analysis ... 22

2.2.1 Basic concept of needs analysis ... 22

2.2.2 Historical overview of need analysis ... 27

2.2.3 How to conduct need analysis ... 29

2.3 Course Design ... 33

2.3.1 Possible approaches to course design ... 34

2.3.2 Organizing the course ... 38

2.4 Curriculum ... 40

2.4.1 Definition of curriculum ... 40

2.4.2 Curriculum orientation ... 42

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2.4.5 Curriculum design ... 50

2.5 The 2013 Curriculum in Indonesia ... 54

2.6 Related previous research ... 56

CHAPTER III METHODOLOGY 3.1 Research Design ... 58

3.2 Site and Participants ... 59

3.3 Data Collection ... 59

3.3.1 Questionnaire ... 60

3.3.2 Interview ... 61

3.3.3Document Analysis ... 61

3.4 Data Analysis Framework ... 62

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Data from Questionnaire... 64

4.1.1 Learning materials ... 64

4.1.2 Learning activities ... 71

4.2 Data from Interview ... 78

4.3 Document Analysis ... 81

4.4 Concluding remark ... 84

CHAPTER V CONCLUSSION AND RECOMMENDATION 5.1 Conclusion ... 86

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REFERENCES ... 91

APPENDICES Appendix 1 Questionnaire... 99

Appendix 2 Interview for English Teacher ... 104

Appendix 3 Questionnaire Data Analysis ... 105

Appendix 4 Interview Transcription ... 110

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LIST OF TABLES

Table 2.1 List of needs identified in needs analysis literature ... 24

Table 2.2 Questions for focusing on needs ... 29

Table 2.3 Approaches in language teaching ... 36

Table 2.4 Steps and coverage of curriculum ... 45

Table 4.1 Students’ language skills ... 65

Table 4.2 Students’ competencies ... 66

Table 4.3 Required learning materials ... 69

Table 4.4 Suitable learning activities ... 74

Table 4.5 The benefit of English in future career ... 76

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LIST OF FIGURES

Figure 2.1 Grave’s (2000) model of curriculum design ... 38 Figure 2.2 Systematic to designing and maintaining

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CHAPTER I INTRODUCTION

This chapter describes the general issues related to the present study. These include the background of the study, research questions, purposes of the study, significance of the study, definition of the key terms, thesis statement, research design, and organisation of the thesis.

1.1 Background of the Study

The year of 2015 becomes the commencement of ASEAN Free Trade Area (AFTA) which has brought Indonesian students high demand on education especially on their English proficiency. Hall (1996) claims that such changes have resulted in demand for new skills, particularly in industries related to technology, economics, science, health and entertainment. Concerning this issue, higher educational institution especially vocational school should produce learning outcomes correlated with job competencies needed in their future working world. This condition indeed has been a big task for ESP teachers to deal with.

Curriculum is precisely one of the most important things in education. It must be designed appropriately to reach the goals of education. One of the main assumptions of curriculum development is that a major educational program should be based on an analysis of learners’ needs. Procedures used to collect information about learners’ need are known as need analysis (Richards, 2001).

Periodically evaluating and revising existing language programs may give a lot of benefits for developing curriculum effectively. The basic concept of renewing the curriculum is to unite needs assessment and curriculum development process. Lepetit and Cichocki (2002) claim needs analysis is central importance for developing curriculum. Grier (2005) suggests that curriculum developers must have tenable information which will provide them a basis to ensconce their curricular decisions. If needs assessments are united with curriculum goals and objectives, students will not be in ‘an either-or situation but

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rather can select options that benefit both the learners and society’ (Grier, 2005: 60). Belcher states that needs assessment should be the bedrock on which all decisions are based and lists the roles of ESP professionals as ‘needs assessors first and foremost, then designers and implementers of specialized curricula in response to identified needs’ (2006: 135).

Needs analysis then is an important part of language curriculum design. It involves looking at where the learners are now in their knowledge of the language, where they need to get to in order to use the language for the purposes they are aiming for, and what they feel they want to learn (Nation, 2000). A very useful way of taking account of learners’ needs in a language course is to use a negotiated syllabus. This involves the teacher and the learners regularly negotiating with each other to decide what will be taught and how it will be taught.

Needs are described as objective and subjective (Brindley, 1989: 65), perceived and felt (Berwick, 1989; 55), target situation/goal oriented and learning, process-oriented and product-oriented (Brindley, 1989: 63); in addition there are necessities, wants and lacks (Hutchinson & Waters, 1987: 55). These terms have been introduced to describe the different factors and perspectives which have helped the concept of needs to grow. Each of these terms represents a different philosophy or educational value, and merits careful thought.

The importance of needs analysis is mentioned by Hutchinson and Waters (1987), Jordan (1997) and Robinson (1990) when saying that any approach to course design should start with some kind of analysis of: target needs, present situation, language, etc. With the data obtained it will be possible to formulate ‘general aims’ and more ‘specific objectives’ as intended outcomes.

These specific objectives should realize the learners’ needs, and provide the basis for decision making in the programme. Techniques and procedures used for collecting relevant information for syllabus design purposes are referred to as needs analysis. This information concerns the learner, the learning purpose, the

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contexts of use as well as learner or learning preferences. Nunan (2000) establishes a distinction between ‘objective’ and ‘subjective’ information (or needs). Objective data (age, language, educational background) concern facts about the learner. Subjective information concerns the learners’ attitudes, wishes and preferences.

In the history of education in Indonesia, there have been various kinds of curriculum developed, but it seems that there has not been an appropriate curriculum that meets our students’ need. Longstreet and Shane (1993) reveal another side of curriculum which requires decision making: ‘Curriculum is a historical accident—it has not been deliberately developed to accomplish a clear set of purposes’. Rather, it has evolved as a response to the increasing complexity of educational decision making.

Regarding Curriculum 2013, which is the newest curriculum of national education of Indonesia, a lot of changes will be made to the face of education system of this archipelago country. The changes made will be on the process of learning, the number of lessons, and also the learning time will be longer than before. The difference between Curriculum 2013 and the school-based competence Curriculum are located on the competence aspect of knowledge. Curriculum 2013 puts attitude on the higher priority than skill competencies and knowledge (Permendikbud No 66, 2013).

According to the Education National Standard Board (BSNP) the standard of competence of graduate is the qualification of graduates which involves the aptitude, knowledge, and the skills which are stated on the basis of decree No. 23, 2006. This means that the standard of competence of graduate is the guidance to determine the graduation of the student, which is suspended on how the student can master each competency of the study: the cognitive, affective, and psychomotor side of the student.

As the impact of those spreading issues about this new curriculum, some people think that the curriculum 2013 will cause more unemployed; arising a new

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folly due to the abolition of vital lessons especially for vocational schools. A vocational school is a school in which the students are taught the skills needed to perform a particular job. Vocational students need to be prepared to enter the working world after they graduate and should have some special abilities to support their knowledge.

The competition to get the job as advertised in many job vacancies stated that English is required in term of fluency in written as well as spoken forms. So the vocational high school students should be able to perform their English competence; General English (GE) as well as English for Specific Purpose (ESP). However, the present situation of learning English in Indonesian vocational schools has not really fulfilled those issues (Alfiyati & Mariana, 2014). Therefore, by this study, a deep analysis on needs of students of vocational school in Kuningan was conducted in order to enhance the implementation of the newest curriculum for economics and business students of vocational school.

1.2 Research Questions

The study attempted to answer the following questions:

1. What are the required learning materials for economics and business students of vocational school?

2. What are the suitable learning activities for economics and business students of vocational school?

1.3 Purposes of the Study

As mentioned in background above, the present study aimed to investigate:

1. The required learning materials for economics and business students of vocational school.

2. The suitable learning activities for economics and business students of vocational school.

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1.4 Significance of the Study

With regard to the significance of the study, this research has the potential to the theory, educational practice and professional practice as follows.

Theoretically, this study is expected to enrich the literature on need analysis for economics and business students of vocational school in the context of 2013 curriculum which is still likely received a little attention in Indonesian EFL context.

Practically, this study provides information related to designing need analysis in order to develop students’ English proficiency especially for economics and business students of vocational school.

Professionally, informed by the results of this study, it is hoped that EFL teachers could develop materials and teaching strategies which incorporate need analysis in order to support students’ success.

1.5 Definition of the Key Terms

There are two terms in this study; “needs analysis” and “course design”. Firstly, needs analysis is a vital part of syllabus design. It helps to inform decisions concerning the formulation of both process and product objectives, and these in turn, assist with the specification of syllabus content and procedures. Needs should be regularly re-checked, and objectives modified as appropriate throughout the duration of the teaching programme (Richards, 2001). Moreover, needs analysis is an important part of language curriculum design. It involves looking at where the learners are now in their knowledge of the language, where they need to get to in order to use the language for the purposes they are aiming for, and what they feel they want to learn (Nation, 2000). A very useful way of taking account of learners’ needs in a language course is to use a negotiated syllabus. This involves the teacher and the learners regularly negotiating with each other to decide what will be taught and how it will be taught.

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NEEDS ANALYSIS AND COURSE DESIGN FOR ECONOMICS AND BUSINESS STUDENTS OF VOCATIONAL SCHOOL

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Secondly, course design is the way in organizing the course. It depends on a number of factors which include the course content, goals and objectives, past experience, students’ needs, beliefs and understandings, the method or text and the context (Graves, 2000: 127). A course is “an integrated series of teaching -learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge”. (Hutchinson & Waters 1987: 65) The distinction between a curriculum and a course is important because some of the areas of concern in curriculum development as: societal needs analysis, testing for placement purposes or program wide evaluation may be out of the hands of teachers who are developing courses (Richards, 2001).

According to Dubin and Olshtain (1986), course outcomes can be divided into knowledge-oriented or skill oriented types. When course planners choose to focus in the knowledge aspect of the course product, they must list the elements of the content that learners are expected to master. Basically, a content/knowledge-oriented statement of outcomes will answer the question: what are learners expected to know by the end of the course? Content can be specified as actual reading selections to be covered during the course, as linguistic structure

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or functions, as vocabulary – defined both quantitatively and qualitatively – or it can be specified in terms of all these areas of content (Graves, 2000; Richards, 2001).

1.6 Thesis Statement

This study intends to portray needs analysis and course design for economics and business students of vocational school in Kuningan which become the pilot project school of 2013 Curriculum.

1.7 Research Design

This study employed qualitative method. It was conducted in qualitative design with some data collected quantitatively through questionnaire and qualitatively through interviews and document analysis from students and teachers. It investigated a phenomenon which is described by Cresswell (1994) as an approach which inquires often makes knowledge claims based primarily on constructivist perspectives. The researcher physically went to the people, setting, site or institution to interview or record in its natural setting. The questionnaire was used for descriptive statistics, whereas interviews and document analysis were used for the collection of more in-depth and emergent data.

Data were collected first through questionnaire. As Richards (2001) and Graves (2000) remark, questionnaire is essential instrument to gather information about students’ needs and context. Then the interview and document analysis were conducted in collecting the data from English teachers of vocational schools. The small numbers of participants who were interviewed were chosen based on a purposive sampling.

1.8 Organization of the Thesis

This thesis consists of five chapters. Chapter one presents general description of the introduction to the topic of the research. Chapter two discusses

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the theories that support the study. Chapter three elaborates the methodology of the research. Chapter four presents the data, data analysis result, and the discussion of findings. This thesis is concluded in chapter five in which the conclusion and recommendation are presented.

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CHAPTER III METHODOLOGY

This chapter elaborates aspects to do with the methodology of the study. Section 3.1 explains the research design; section 3.2 states the site and participants of the study; section 3.3 explains the data collection including instrumentation and procedures. Section 3.4 states the method of data analysis.

3.1 Research Design

This study employed qualitative method. It was conducted in qualitative design with some data collected quantitatively through questionnaire and some collected qualitatively through interviews and document analysis from students and teachers. It investigated a phenomenon which is described by Cresswell (1994) as an approach which inquires often makes knowledge claims based primarily on constructivist perspectives. The researcher physically went to the people, setting, site or institution to interview or record in its natural setting. The questionnaire was used for descriptive statistics, whereas interviews and document analysis were used for the collection of more in-depth and emergent data.

In this study, data were collected first through questionnaires. As Richards (2001) and Graves (2000) remark, questionnaire is essential instrument to gather

information about students’ needs and context. Then the interview and document

analysis were conducted in collecting the data from English teachers of vocational schools. The small numbers of participants who were interviewed were chosen based on a purposive sampling. This is in line with Silverman (2005) who stated that qualitative research designs tend to work with a relatively small number of cases. Generally speaking, qualitative researchers are prepared to sacrifice scope

for detail. Moreover, even what count as ‘detail’ tends to vary between qualitative

and quantitative researchers. The latter typically seek detail in certain aspects of

correlations between variables. By contrast, for qualitative researchers, ‘detail’ is found in the precise particulars of such matters as people’s understandings and

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interactions. This is because qualitative researchers tend to use a non-positivist model of reality (Silverman, 2005; Alwasilah, 2008).

Qualitative research tends to be an effort to generate descriptions and situational interpretations of phenomena that the researcher can offer colleagues, students, and others for modifying their own understandings of phenomena (Stake, 2010). These techniques allow researchers to share in the understandings and perceptions of others and to explore how people structure and give meaning to their daily lives.

Therefore, as Nunan (1993) says, the data involved in qualitative research studies are likely to be in forms of words, pictures, charts, diagram, and so on instead of numerical ones. This does not mean that qualitative research cannot contain numerical data at all. Sometimes numerical data can be in qualitative research such as frequency and percentage (Emilia, 2000).

3.2 Site and Participants

The data were taken from a state vocational school and a private vocational school in Kuningan that become the pilot project schools for conducting 2013 Curriculum. The participants were 40 students of vocational school majoring economics and business and the English teachers who have been teaching EFL for at least 5 years. The reason to choose this site is because these schools are still trying out this 2013 curriculum. Some of them even planned to implement this 2013 curriculum in the future due to the effectiveness of this curriculum.

3.3 Data Collection

The instruments which were used are questionnaire and interview. As Richards (2001) and Graves (2000) remark, questionnaires are essential

instruments to gather information about students’ needs and context. Having this in fact, a students’ profile survey was applied to elementary graders in order to

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inquire about their preferences, interests and socio-cultural environment. Graves (2002) stated that the data collection procedures of the qualitative method involved setting the boundaries for the study, which lead to classify the participants in specific area, collecting information through observation, and establishing the protocol for recording information. Interview is also needed in order to cover in depth elaboration (Punch, 2001).

3.3.1 Questionnaire

The data taken from questionnaire are structured and open-ended questions.

It gathered the data on students’ needs of English in target situation. Taking all the criteria mentioned into account, several versions of the students’ profile survey

were created with the intention of designing a suitable instrument that helped this research to gather information about specific characteristics of learners such as their attitude toward English, elements of access to information they have at home, artistic activities, music, TV program and places as suggested by Hutchinson and Waters (1987). On the other side, before applying the latest

version of the students’ profile survey, two other versions were implemented in

order to confirm its reliability.

The final version of the students’ profile survey consists of twenty questions with multiple answers where students have to either choose different options or rank their answers into some categories: a lot, more or less, little or nothing. Two parts formed the questionnaire are students’ self-assessment in language skills and their opinions about teaching materials, methods, and assessment. In the self-assessment section, students addressed how much school paid attention to skills, vocabulary and grammar teaching. The second section

elicited students’ opinions about teaching materials, teaching methods and the school’s assessment system.

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3.3.2 Interview

Interview was used as instrument in collecting data from vocational school teachers. This was chosen to gain information from English teachers of vocational school in Kuningan in relation to the research questions. The semi-structured interviews were used in this study because they allow for standardized but in-depth probing of and elaboration on the original response. It enables one to follow a line of inquiry (Punch, 2001). The questions were prepared in advanced based on the theme being investigated. Interview is an interaction between two people, with the interviewer and the interviewee (Kvale, 1996). Thus, interview plays a

significant role in qualitative research because interview allows the researcher “to

check the accuracy of – to verify or refute – the impressions she had gained through observations” (Fraenkel and Wallen, 2012). Most of the interviews were conducted in Bahasa Indonesia. Nevertheless there were a number of occasions whereby English was used as the respective respondents felt more comfortable using the language.

3.3.3 Document analysis

Document analysis is derived from historical methods which are essentially concerned with the problems of selection and evaluation of evidence. Such methods were first developed by von Ranke and have influenced the form of all academic report writing (Evans 2000: 18; Barzun and Graff 1992: 5). In some projects documentary analysis will be used to supplement information obtained by other methods, as for instance when the reliability of evidence gathered from interviews or questionnaires is checked.

On the other hand, it will be the central or even exclusive method of research. It will be particularly useful when access to the subjects of research is difficult or impossible, as in the case where a longitudinal study is undertaken and staff members no longer belong to the organization being investigated. The lack of access to research subjects may be frustrating, but documentary analysis of

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files and records can prove to be an extremely valuable alternative source of data (Johnson 1984: 23).

The documentary analysis included in this study was English for economics and business syllabus. It is a teacher syllabus which consists of thirty six meetings of first and second semester in a year. This method of data collection was useful to support data gained from questionnaire and interviews.

3.4 Data Analysis Framework

Data analysis comprised data from interview and questionnaire. The data gathered from the questionnaires were analyzed by counting the percentage of the

participants’ choices dealing with the statements about learning English for

vocational school students majoring economics and business. The questionnaires can be seen in appendix 1. Based on the data collected from the questionnaire, the researcher considered that deeper and detailed analysis is still needed. Therefore, the researcher also conducted the interview.

The interview was used to validate data from other data sources. It was also used in relation to triangulate the data given by each group of respondent. There are ten questions addressed to the English teachers of vocational school in Kuningan. The questions should be relevant to the central theme of the research guided by the theory. Regarding questions in interviews, there is one thing that needs a mention that is that researcher often avoid leading question, with the reason that the answer to the leading question is not detailed. This is not quite appropriate as leading question is not detailed. This is not quite appropriate as leading questions, especially in qualitative research, are important, as suggested by Fraenkel and Wallen (2012).

The data taken from interviewing English teachers of vocational school were analyzed qualitatively. There were three steps in interview data analysis. The first step was transcribing the interview recording. Each interview which took approximately 20 minutes, were audio-tapped and then transcribed by the

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interview as soon as possible, as suggested by Osborne and Freyberd (1985). Immediate transcription allowed the interviewers to improve technique of asking questions for the next interview. The second was selecting the significant data related to the research problems from the transcription. The third step was interpreting the significant data to address research questions.

English for economics and business syllabus was analysed in relation to the research questions. The syllabus revealed the data whether or not the syllabus

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CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents two sections: section 5.1 concludes the present study in line with the formulated research problems; and section 5.2 draws some recommendations to those who involved in ESP classes and those who are interested in conducting further study.

5.1. Conclusion

This study has investigated the needs analysis and course design including the required English learning materials and suitable English learning activity for economics and business school students of vocational school. Then, the findings, as a set of conclusions, are drawn as follows:

a.) From Questionnaire

Based on data collected through questionnaires which were delivered to forty students, it was found that listening and speaking skills are the first priority in teaching English which is closely followed by writing and reading. In terms of language components, most students said their grammar is weak and they also thought that their vocabulary was weak. Regarding the required learning materials, written media and visual media (pictures, diagram, etc) help students

learn easier and it seems the students’ expectation on the teaching learning aid

will have been provided well in English for economics and business class.

In relation to suitable learning activity, a majority of the students preferred mix English and Indonesian as the medium language in delivering the materials. It indicates that English teachers used Bahasa Indonesia to some extent in delivering the materials. Most students also thought that they would learn English better in a big group under teacher supervision. In addition, they need to have more hours to learn English in the classroom.

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Furthermore, the highest students’ preferences for classroom learning

activities are vocabulary exercising, followed by simulation and grammar exercising. Students then preferred to be corrected by teacher immediately when making mistakes are opted by the majority of the respondents. The results revealed that most students consider English is important in their future career and they might need English to communicate with colleague and customer.

A majority of students considered English is beneficial in some tasks: reading financial reports, taking note of transactions, writing general ledger, making financial reports, compiling and sorting documents (invoices, checks, etc), writing memo and taking messages. The respondents seemed to predict that their future career will deal with those accounting report. This finding is coherent with Glendinning & Holmstrom (1987) who claim that designing tasks require students to process texts as they would do in the real world, i.e. employing the same skills and strategies as would be required in the target situation.

This information target situation should be taken into consideration as the basis of syllabus and material development. The information from target situation analysis is important in ESP course since it is all about eliciting what the learners have to know related to their future career. This is in line with Tomlinson (1998) who stated syllabus that contains job-related English lesson is an important component in ESP course.

b.) From Interview

The findings from interview are in line with findings from questionnaire

and document analysis. In relation to students’ difficulties in learning English,

both teachers agreed that their students found difficulties in decoding meaning of the subject matters written in English. Therefore, students need to learn specific technical vocabulary to improve reading skills in the field of economics and business.

Secondly, based on the interview with English teachers, the writer got the information that commonly the teachers agreed to have a textbook presented with

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related-field information in it. They agreed that students need to learn ‘specific

technical vocabulary’ to improve reading skills in the field of economics and

business.

Teachers claimed that their difficulties in conducting ESP class mainly appeared in terms of organizing the course. The problem arises because there is no the standardized material and syllabi about ESP teaching learning, so the teachers taught general English in ESP class. It is also supported by Hutchinson and Waters (1987). They say that the emergence of ESP is due to escalating learning needs other than those of grammar and literature in the already existing ELT practices.

c.) From Document Analysis

Based on the finding from document analysis, it was found out that the materials mandated in syllabus still focused on grammatical aspects. Even though there are some reading passages, there is no specific information related to economics and business that probably embedded in that reading passage. The materials used were general English as like grammar and daily conversation. The reason was because the subject is taught in the first and second semester so if the teacher gives ESP materials, it will burden the students.

The other reason was because the teacher did not know more about the specific material of English for economics and business. It indicates that the syllabus used was not in accordance with the needs of the students. Thus, some revision needs to be done concerning the skills to be focused and the content of the materials. It is crucial to provide students with materials that meet the students

need as what Richards (2001) says that material should correspond to learners’

needs. It is important because ESP is designed to meet the specified needs of the learners.

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5.2. Recommendations

Based on the conclusion presented above, there are several items to recommend regarding needs analysis and course design for ESP class in vocational school majoring economics and business. These recommendations are addressed particularly to English teachers, institution, policy makers and other researchers who are interested in this field.

English Teachers

It is suggested that the teachers should keep quality in teaching in order to

keep the students’ good response toward the ESP class. Moreover, the materials

needed to conduct ESP course in economics and business area was speaking ability, reading ability, specific vocabularies related to economics and business like financial reports, note of transactions, general ledger, compiling and sorting documents (invoices, checks, etc), writing memo, taking messages, etc. The specific vocabularies related to economics and business here may be different from one school to another one. So, it is suggested that teachers should conduct need analysis before designing ESP materials.

Institution

The ESP course design process in vocational school should proceed by first identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation. The identified features will form the syllabus of the ESP course. Therefore, a course should be set based on a detailed profile of the learner's needs in terms of communication purposes, communicative setting, the means of communication, language skills, functions, structures, etc.

In addition, ESP should be applied in vocational schools and university level as students have already decided the major they want to take. Thus, English taught should have been specified to their major and materials are adapted from the ones used in the real work place. In this way, the vocational school students get knowledge of technical terms and hints of what happen in actual work place. In addition, vocational school also needs to consider the ESP teacher. It should

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have practitioners having good command and knowledge of English playing the role as the ESP teachers instead of English teacher having no experience and knowledge in the specific field needed.

Other Researchers

Lastly, since this study only focuses on the needs of economics and business students in learning English, further studies may elaborate it into suitable teaching method, materials, and assessment. As for future researchers, they are also expected to conduct further studies using other variables of elements of needs analysis, for example the stakeholder who might hire graduates from vocational school and senior staff with multi skills in particular companies. This may not only help the students’ quality but also take part in developing their work experience into instructional materials.

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