A NEEDS ANALYSIS FOR DESIGNING AN ESP-BASED SYLLABUS IN AN ISLAMIC STUDIES EDUCATION PROGRAM.

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A NEEDS ANALYSIS FOR DESIGNING AN ESP-BASED SYLLABUS IN AN ISLAMIC STUDIES EDUCATION PROGRAM

A THESIS

Submitted in Partial Fulfilment of the Requirements for the Master’s Degree

in English Education

HilmansyahSaefullah 0908080

ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

BANDUNG 2013


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PAGE OF APPROVAL

Title:

A Needs Analysis for Designing an ESP-Based Syllabus in an Islamic Studies Education Program

by:

HilmansyahSaefullah 0908080

Approved by

Prof. DR. H. Fuad Abdul Hamied, MA. Main Supervisor

DR. WachyuSundayana, MA. Co. Supervisor


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DECLARATION

I hereby declare that this thesis entitled A Needs Analysis for Designing an ESP-Based Syllabus in an Islamic Studies Education Programrepresents my own work and that it has not been previously submitted to this university or any other institution in application for admission to a degree, diploma or other qualifications. I am fully aware that I have quoted relevant statements and ideas from various sources. All quotation is already acknowledged properly in the texts.

August 2013


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

PAGE OF APPROVAL ...i

DECLARATION ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... iv

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... ix CHAPTER ONE ... Error! Bookmark not defined. INTRODUCTION... Error! Bookmark not defined. 1.1 Background of the Study ... Error! Bookmark not defined. 1.2 Research Problem ... Error! Bookmark not defined. 1.3 Purpose of the Study ... Error! Bookmark not defined. 1.4 Significance of the Study ... Error! Bookmark not defined. 1.5 Thesis Organization ... Error! Bookmark not defined. CHAPTER TWO ... Error! Bookmark not defined. LITERATURE REVIEW ... Error! Bookmark not defined. 2.1 The Origin of ESP ... Error! Bookmark not defined. 2.2 The Definitions of ESP ... Error! Bookmark not defined. 2.3 Approaches to Language Course Design ... Error! Bookmark not defined. 2.3.1Hutchinson and Water’s Learning-Centred Approach ... Error! Bookmark not defined.

2.3.2Brown’s Systematic Approach ... Error! Bookmark not defined. 2.3.3 Nation and Macalister’s Language Curriculum Design Model Error! Bookmark not defined.

2.4 The Definition of Needs Analysis ... Error! Bookmark not defined. 2.5 The Role of Needs Analysis in Language Curriculum Design . Error! Bookmark not defined.

2.6 Types of Needs Analysis ... Error! Bookmark not defined. 2.6.1 Target-Situation Analysis ... Error! Bookmark not defined.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2.6.2 Present-Situation Analysis ... Error! Bookmark not defined. 2.6.3 Learning-Situation Analysis ... Error! Bookmark not defined. 2.6.4 Strategy Analysis ... Error! Bookmark not defined. 2.7 Types of Syllabus ... Error! Bookmark not defined. 2.7.1 The Notional/Functional Syllabus ... Error! Bookmark not defined. 2.7.2 The Skill-Based Syllabus ... Error! Bookmark not defined. 2.7.3 The Content-Based Syllabus ... Error! Bookmark not defined. 2.8 Research Studies in the Needs Analysis ... Error! Bookmark not defined. CHAPTER THREE ... Error! Bookmark not defined. METHODOLOGY ... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Setting ... Error! Bookmark not defined. 3.3 Participants ... Error! Bookmark not defined. 3.4 Data Collection Method ... Error! Bookmark not defined. 3.5 Procedures ... Error! Bookmark not defined. 3.6 Data Analysis ... Error! Bookmark not defined. CHAPTER FOUR ... Error! Bookmark not defined. RESULTS AND DISCUSSION ... Error! Bookmark not defined. 4.1 Introduction ... Error! Bookmark not defined. 4.2 Institutional Goals and English Skills... Error! Bookmark not defined. 4.2.1 Institutional Goals and Expected English Skills .. Error! Bookmark not defined. 4.2.2 Existing English Skills ... Error! Bookmark not defined. 4.2.3 Conclusion and Discussion ... Error! Bookmark not defined. 4.3 Contents ... Error! Bookmark not defined. 4.3.1 Expected Contents ... Error! Bookmark not defined. 4.3.2 Existing Contents ... Error! Bookmark not defined. 4.3.3 Conclusion and Discussion ... Error! Bookmark not defined. 4.4 Process ... Error! Bookmark not defined. 4.4.1 Expected Process ... Error! Bookmark not defined. 4.4.2 Existing Process ... Error! Bookmark not defined. 4.4.3 Conclusion and Discussion ... Error! Bookmark not defined.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4.5 Conclusions of Needs Analysis Findings ... Error! Bookmark not defined. 4.6 An overview of a Proposed ESP-Based Syllabus ... Error! Bookmark not defined. 4.6.1 Syllabus Type ... Error! Bookmark not defined. 4.6.2 Course Rationales ... Error! Bookmark not defined. 4.6.3 Goals ... Error! Bookmark not defined. 4.6.4 Week 1 Lesson ... Error! Bookmark not defined. 4.6.5 Week 2 Lesson ... Error! Bookmark not defined. 4.6.6 Week 3 Lesson ... Error! Bookmark not defined. 4.6.7 Week 4 Lesson ... Error! Bookmark not defined. 4.6.8 Week 5 Lesson ... Error! Bookmark not defined. 4.6.9 Week 6 Lesson ... Error! Bookmark not defined. 4.6.10 Week 7 Lesson ... Error! Bookmark not defined. 4.6.11 Week 8 Lesson ... Error! Bookmark not defined. 4.6.12 Week 9 Lesson ... Error! Bookmark not defined. 4.6.13 Week 10 Lesson ... Error! Bookmark not defined. 4.6.14 Week 11 Lesson ... Error! Bookmark not defined. 4.6.15 Week 12 Lesson ... Error! Bookmark not defined. 4.6.16 Week 13 Lesson ... Error! Bookmark not defined. 4.6.17 Week 14 Lesson ... Error! Bookmark not defined. CHAPTER FIVE... Error! Bookmark not defined. CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER STUDIES .... Error! Bookmark not defined.

5.1 Introduction ... Error! Bookmark not defined. 5.2 Conclusions ... Error! Bookmark not defined. 5.3 Recommendations for Further Studies ... Error! Bookmark not defined. BIBLIOGRAPHY ... Error! Bookmark not defined. APPENDIX 1: Identifying Subjects, Duration, Language Skills, Topics, and Learning Activities Based on Needs Analysis Findings ... Error! Bookmark not defined. APPENDIX 2: Organizing Language Skills, Topics, and Learning Activities Based on Needs Analysis Findings into Themes and Sub-skills... Error! Bookmark not defined. APPENDIX 3: Interview Questions for the Rector of STAI DR. KHEZ. Muttaqien ... Error! Bookmark not defined.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

APPENDIX 4: Interview Questions for the Chairman of Islamic Studies ProgramError! Bookmark not defined.

APPENDIX 5: Interview Questions for English Lecturers ... Error! Bookmark not defined.

APPENDIX 6: A Questionnaire for Students ... Error! Bookmark not defined. APPENDIX 7: A Questionnaire for English Lecturers .... Error! Bookmark not defined.

LIST OF TABLES

Table 4.1The Importance of English Skills after College .... Error! Bookmark not defined.

Table 4.2 The Students’ Interest in the English Skills ... Error! Bookmark not defined.

Table 4.3 Students’ Necessity of English Skills Improvement ...Error! Bookmark not defined.

Table 4.4 The Students’ Best Skill ... Error! Bookmark not defined. Table 4.5 The Students’ Perception about the Most Difficult Skill ... Error! Bookmark not defined.

Table 4.6 Students’ Experience of English Skills . Error! Bookmark not defined. Table 4.7 The Suitability of English Skills with Students’ Needs ... Error! Bookmark not defined.

Table 4.8 The Necessity of Relating English Skills to Islamic Topics... Error! Bookmark not defined.

Table 4.9 The Students' Favourite Islamic Topics Error! Bookmark not defined. Table 4.10 Students’ Necessity of English Speaking Sub-Skills Mastery ... Error! Bookmark not defined.

Table 4.11 Students’ Necessity of English Reading Comprehension Sub-Skills Mastery ... Error! Bookmark not defined. Table 4.12 Students’ Necessity of English Writing Sub-Skills Mastery ... Error! Bookmark not defined.

Table 4.13 Students’ Necessity of English Listening Sub-Skills Mastery .... Error! Bookmark not defined.

Table 4.14 An English Syllabus of STAI DR. KHEZ. Muttaqien, Purwakarta. ... Error! Bookmark not defined. Table 4.15 A Document Analysis for an English Syllabus in STAI DR. KHEZ. Muttaqien ... Error! Bookmark not defined.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Table 4.16 The Amount of Students for Effective English Learning ... Error! Bookmark not defined.

Table 4.17 Students’ Learning Management Preference ... Error! Bookmark not defined.

Table 4. 18 Students’ Preferences to Learning Models ... Error! Bookmark not defined.

Table 4. 19 Learning Managements Experienced by Students ...Error! Bookmark not defined.

Table 4.20 Learning Models Experienced by Students ... Error! Bookmark not defined.

Table 4.21 Needs Analysis Findings ... Error! Bookmark not defined. Table 4.22 A List of Week 1 Lesson ... Error! Bookmark not defined. Table 4.23 A List of Week 2 Lesson ... Error! Bookmark not defined. Table 4.24 A List of Week 3 Lesson ... Error! Bookmark not defined. Table 4.25 A List of Week 4 Lesson ... Error! Bookmark not defined. Table 4.26 A List of Week 5 Lesson ... Error! Bookmark not defined. Table 4.27 A List of Week 6 Lesson ... Error! Bookmark not defined. Table 4.28 A List of Week 7 Lesson ... Error! Bookmark not defined. Table 4.29 A List of Week 8 Lesson ... Error! Bookmark not defined. Table 4.30 A List of Week 9 Lesson ... Error! Bookmark not defined. Table 4.31 A List of Week 10 Lesson ... Error! Bookmark not defined. Table 4.32 A List of Week 11 Lesson ... Error! Bookmark not defined. Table 4.33 A List of Week 12 Lesson ... Error! Bookmark not defined. Table 4.34 A List of Week 13 Lesson ... Error! Bookmark not defined. Table 4.35 A List of Week 14 Lesson ... Error! Bookmark not defined.

LIST OF FIGURES

Figure 2.1 A learning-centred approach to course design cited from Hutchinson and Waters (1987: 74) ... Error! Bookmark not defined. Figure 2.2 Systematic Approach to Designing ESP Course Adapted from

Hutchinson and Waters (1987), Brown (1995), and Nation and Macalister (2010) ... Error! Bookmark not defined. Figure 2.3 The Stages of Syllabus Design ... Error! Bookmark not defined.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK

Mengembangkan silabus Bahasa Inggris untuk pengajaran Bahasa Inggris di sebuah Program Studi Pendidikan Agama Islam dianggap perlu berdasarkan fakta bahwa silabus Bahasa Inggris yang saat ini digunakan tidak berdasarkan analisis kebutuhan tetapi lebih kepada pertimbangan dosen. Dalam merespon persoalan tersebut, penelitian ini dilaksanakan untuk menyelidiki kebutuhan Bahasa Inggris mahasiswa sebagai landasan untuk merancang sebuah silabus berbasis ESP. Kombinasi pendekatan-pendekatan sistematis untuk desain matapelajaran dari Hutchinson dan Waters (1987), Brown (1995), dan Nation dan Macalister (2010) diadaptasi dalam penelitian ini sebagai pedoman untuk tahapan-tahapan dalam desain matapelajaran bahasa. Tahap pertama yang dilakukan dalam penelitian ini adalah analisis sarana dan analisis kebutuhan dengan mengidentifikasi dan menganalisis para mahasiswa, dosen, target, situasi pembelajaran, dan strategi. Dalam tahapan ini, kuesioner didistribusikan kepada 93 mahasiswa dan empat dosen Bahasa Inggris. Selain itu, wawancara dilakukan terhadap para dosen Bahasa Inggris, ketua perguruan tinggi dan ketua jurusan program studi, dan silabus Bahasa Inggris yang ada ditinjau. Hasil dari tahap pertama menunjukkan bahwa para mahasiswa di perguruan tinggi ini ingin meningkatkan keempat keterampilan Bahasa Inggris (berbicara, membaca, menulis, dan mendengarkan), berikut dengan keterampilan turunannya yang berhubungan dengan topik-topik keislaman dan kehidupan sehari-hari, dan mereka juga ingin mengalami berbagai macam strategi pembelajaran dalam mempelajari Bahasa Inggris. Tahapan selanjutnya dari penelitian ini adalah perumusan tujuan berdasarkan hasil dari analisis kebutuhan. Kemudian, tahapan terakhir adalah pembuatan silabus Bahasa Inggris, yang dilandasi dari hasil analisis kebutuhan. Berdasarkan penelitian ini, disarankan bahwa program studi ini dan para dosen Bahasa Inggris menerapkan dan mengevaluasi silabus Bahasa Inggris yang ditawarkan.

Kata kunci: ESP, analisis kebutuhan, desain matapelajaran bahasa, silabus berbasis ESP


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

Developing an English syllabus for the teaching of English in an Islamic Studies Education Program is considered necessary due to the fact that the existing English syllabus being used is not based on the needs analysis but rather on the lecturers’ judgment. In response to the problem, the study was conducted to investigate the students’ needs of English as the bases for designing an ESP-based syllabus. A combination from the systematic approaches to course design from Hutchinson and Waters (1987), Brown (1995), and Nation and Macalister (2010) was adapted in this study as a guideline for the stages in language course design. The first stage undertaken in this study was the environment analysis and needs analysis by identifying and analysing the students, the lecturers, target situation, present situation, learning situation, and strategies. In this stage, questionnaires were distributed to 93 students and four English lecturers of the college. Besides, interviews were undertaken to the English lecturers, the rector of the college and the chairman of the study program, and the existing English syllabus was surveyed. The results from the first stage revealed that the students of the college wanted to improve their four English skills (speaking, reading, writing, and listening), with their English sub-skills related to Islamic and daily life topics, and they also wanted to experience various learning strategies in learning English. The next stage of this study was the formulation of goals based on the results of the needs analysis. Then, the final stage was the creation of a proposed English syllabus, the bases of which were the results of the needs analysis. Based on this study, it is advisable for the study program and the English lecturers to apply and evaluate the proposed English syllabus.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

English has long been taught in Indonesia as a foreign language (EFL) in primary education, secondary education and tertiary education levels. In primary schools (grades four to six), based on the Decree of Minister of National Education No. 22/2006 in Content Standard Chapter Two on Structure of General Education Curriculum (point B No.1), English is not explicitly mentioned as a subject. However, in some primary schools in Indonesia, English is taught as a local content subject. In junior high schools (grades seven to nine), based on the regulation above (point B No.2), English has been a compulsory subject taught throughout Indonesia and its time allotment is as high as Indonesian Language, Mathematics, Science, and Social Science.

In secondary education levels (grades 10 to 12) English is also as one of the compulsory subjects in Senior High School, and Vocational High School, throughout Indonesia. Nowadays, in both types of schools English has been served as English for SMK, identified as English for Specific Purposes (ESP), instead of English for General Purposes (especially in grades eleven and twelve). It can be seen from the use of specific English textbooks, released by Textbooks

Center of National Education Department

(PusatPerbukuanDepartemenPendidikanNasional), by the students of both types of schools, such as textbooks of English for Science, English for Social Science, and English for Language Program for Senior High School students in grade 11 and 12, and textbooks of English for Vocational High School for Vocational High School students in grade 10 to 12.

In tertiary education levels, English subject is one of the compulsory subjects taught to freshmen in the first two semesters as determined by the National Education Law No. 20/2003 in Chapter 10, article 37, paragraph 2 and in Chapter 2,article 9, paragraph 2 of the Government Regulation No. 19/2005 on


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

National Standards of Education. Chapter 10, article 37, paragraph 2 of the National Education Law No. 20/2003 stipulates that the curriculum of the tertiary education should include religious education, civic education, and languages. Chapter 2, article 9, paragraph 2 of the Government Regulation No. 19/2005 on National Standards of Education specifically mentions what languages should be included in the curriculum. As stated by this regulation, the curriculum of the undergraduate higher education should include religious education, civic education, Indonesian and English. Therefore, based on the regulation and the law above, all tertiary education levels in Indonesia, including Islamic institutes or universities, must include English into the curriculum and implement English teaching and learning to the undergraduate students as mandated by the law and the regulation above.

In practice, English courses in non-English departments of higher education in Indonesia have been popularly called general courses of English included to one of general courses (MKDU) offered and taught to freshmen in the first two semesters (Alwasilah, 1999; Kusni, 2007). Initially, as English is included as one of general courses, for quite long term there has been confusion of teaching English for undergraduate students whether as general English or English with special needs until the government enacted the regulation of classifying curriculum in higher education as local (institutional) curriculum and national curriculum (Kusni, 2007:64). Based on the Minister of National Education Decree No. 232/U/2000 Chapter 4, article 10, paragraph 2, English can be included in one of Personality Development Subjects (MPK) in the Institutional Curriculum. In addition, according to Chapter 4, article 7, paragraph 4, the subjects in the Institutional Curriculum are arranged by considering the situation, the surrounding needs, and also the characteristics of the institute.

Furthermore, in the case of curriculum development, the National Education Law No. 20/2003 in Chapter 10, article 38, paragraph 3 and the Government Regulation No. 19/2005 on National standards of Education in


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Chapter 2, article 9, paragraph 4 stipulate that the curriculum of the tertiary education is regulated and developed by the institution itself by referring to the national standards of education. In other words, the institution and the lecturers of the institution have their own right to determine and develop the curriculum referring on national standards of education. In the case of the English course, the teachers may determine what materials, methods, and assessment should be included in the syllabus, and they may develop the syllabus. Consequently, the universities have autonomy to develop the syllabus based on the students’ needs. Therefore, carrying out a needs analysis for the syllabus development in an institution of higher education is necessary for the institution as mandated by the rule above. Nunan (in Gatehouse, 2001) stated that “It seems fairly obvious that if teachers are to be the ones responsible for developing the curriculum. They need the time, the skills, and the support to do so.”

However, based on Government Regulation No. 17/2010 in Chapter 11, article 97, paragraph 1, the curriculum of higher education must be developed and maintained as a competency-based curriculum, including the curriculum of the English language. Therefore, for the teaching of English in the tertiary education in Indonesia, it is compulsory for all tertiary institutions or universities to develop and apply the English competency-based curriculum. In the decree of Minister of National Education No. 45/U/2002, competency is defined as “a set of intelligent and fully responsible attitudes owned by an individual as requisites to be regarded as being capable by the society in performing tasks in certain field of work.” Richards (2001: 129) also points out that competency refers to “observable behaviours that are necessary for the successful completion of real world activities.”

Accordingly, the competence-based English curriculum means the curriculum which puts the learning outcomes to cover necessary performances and capabilities based on the students’ needs to cope with problems in the field of work after the completion of the course. Consequently, students’ needs analysis is


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

necessary for the institutions to design or develop the English curriculum to find out a set of competencies needed by the students. Needs analysis to find specific needs for the students in the institution may direct the institution to an English program called English for Specific Purposes (ESP).

Needs analysis emerged in the 1960s through the ESP movement and increasingly began to be employed in the language teaching by applied linguists since its emergence. Needs analysis was also known as a necessary phase in planning educational programs as the demand for specialized language programs grew from that time, such as English for science, business, and medicine (Richards, 2001: 51). In Indonesia, the English subject in some non-English departments of higher education has shifted from General English Course to English for Specific Purposes Course such as English for Law, English for Chemistry, English for Technical, English for Business, English for Tourism, English for Islamic Studies, and other ESP topics (Kusni, 2007: 64).

However, according to Kusni’s (2007) survey, the status of ESP in some higher education levels hadn’t been perceived to get more concern from interested parties. Kusni’s (2007 and 2010) report portrayed that though some universities offered ESP course to the students, the design of ESP hadn’t been initiated by a comprehensive needs analysis as the basis for ESP course design, and the use of materials were still far from the characteristics of an ESP course (see also Alwasilah, 1999 and 2007).

In the last few years in some countries abroad, the studies on needs analysis for ESP course were varied in the context of business, science and technology, health, and arts (Harby, 2005; Oanh, 2007; Rosa, 2008; Al-Tamimi and Shuib, 2010; Eslami, 2010; Kaur and Khan, 2010; Atai and Shoja, 2011; Rodiset al., 2011; and Kaewpet, 2011).

In Indonesia, there were also some research studies of needs analysis and ESP in the context of business, science and technology (Floris, 2008; Fahmi, 2010; Petrus, 2010; Sismiati and Latief, 2012 Hardiningsihet al., 2012) and in the


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

context of Islamic studies conducted by Zuniati (2010) in terms of course book development, Sucipto (2010) in terms of syllabus development, Meisuri (2009) in terms of the relevance of English materials to the students’ needs, and Kurniadin (2008) in terms of the use of specific English textbook to Islamic Studies students. The present study attempts to conduct needs analysis as a starting point to design an ESP-based syllabus in an Islamic Studies Education College. This college has two majors: Islamic Studies Education and Islamic Judicature Program in which their concerned studies are related to Islamic knowledge and Islamic studies teaching such as Tafseer, ‘Ulumul Hadith, Islamic Studies Education, etc. In addition, their graduate students are commonly expected to be Islamic Studies teachers. This college undertakes Regular Classes and Non-Regular Classes and the number of students of each class are large around 30-50 students.

In the curriculum of this institution, English is maintained as a Basic Competency Subject. English also has an important position in this college. This can be seen from the proportion of teaching periods for English in this institute which is high. English is taught six semester credits for three semesters in which English has 2 credits per semester.

However, along the last few years of English teaching and learning in this college, the designing of English syllabi and the teaching of English have been carried out without considering the learners’ needs. In the previous period (2007-2011) the students were given General English from English 1 to 6. In this new period, 2011-2015, the instructors have tried to make specific English for the students in the first and the second semester by teaching some reading topics on Islamic issues and precepts, and reading comprehension on general topics in the third semester. Nevertheless, the syllabi have been designed without considering the learners’ needs. Meanwhile, Nation and Macalister (2010: 65), in one of twenty principles of language teaching, suggest that the contents of a syllabus in a language course should be based on the learners’ needs Considering the learners’


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

needs as the bases of teaching and learning English seems necessary for the students of this institute because they are students of Islamic Studies Education, and they might need specific English, as Richards (2001: 32) states “Different types of students have different language needs and what they are taught should be restricted to what they need.” Furthermore, Hutchinson and Waters (1987: 8) states that the learning based on the learners’ needs “would improve the learners’ motivation and thereby make learning better and faster.”

1.2 Research Problem

Based on what has previously been discussed, this study formulates research questions as follows:

1. What are the students’ needs of English in the context of an Islamic Studies Education program?

2. Has the existing English syllabus met the students’ needs of English in the context of an Islamic studies Education program?

3. What type of English syllabus that meets the students’ needs of English?

1.3 Purpose of the Study

Related to the problems above, this study aims at:

1. Investigating students’ needs of English in an Islamic Studies Education program.

2. Finding out whether the existing English syllabus has met the students’ needs of English.

3. Proposing a type of English syllabus to meet the learners’ needs of English.

1.4 Significance of the Study

This study provides empirical data for an ESP course intended for Islamic Studies field. This study has significant roles for both the learners and the teachers. For the learners, this investigation may give some beneficial information


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

of what language skills that the students need to learn. For the teachers, the information gained from this investigation can be useful for designing syllabus and selecting appropriate materials. This study may also contribute to the developing issues in ESP.

1.5 Thesis Organization

This thesis is organized into five chapters. The first chapter is introduction which highlights the basic description of this study. The second chapter concerns literature review building up theories and references for this study. The third chapter describes the methodology that was used in conducting this research. It presents the research design, setting, participants, and data collection method, procedures, and data analysis. The fourth chapter elaborates research findings and discussions. Finally, the fifth chapter points out the conclusion of the study and offers some suggestions for further research.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER THREE

METHODOLOGY

This chapter is divided into six parts. The first part gives description about the research design in conducting this study. The second part describes the setting that this study was conducted. The third part describes participants involved in conducting this study. The fourth part discusses some data collection methods in conducting needs analysis. The fifth part describes procedures to conduct this study. The last part describes how the data was analyzed.

3.1 Research Design

The aim of this research was to investigate students’ needs of English and to propose ESP-based syllabus in an Islamic Studies program. This research was characterized as a descriptive study, since this study described the quality of learning situations experienced by the participants and the syllabus and materials employed by them, and it used various data collection methods, such as questionnaires, interviews, and survey. This study was also combined with the quantitative design to assess the responses obtained.

3.2 Setting

This study was conducted at an Islamic Studies College (STAI) in Purwakarta, majoring on Islamic Studies Education Program. The setting was chosen because of the accessibility and familiarity of the situation and the participants. The consideration of conducting this research at this site was also because the students in this college learn specific fields of subjects, so that they may need specific English, called as ESP which is designed to meet specific needs of the learner and related to or designed for specific disciplines (Evans and John, 1998: 3). Therefore, it is in line with this research as investigating students’ needs analysis for designing an ESP-based syllabus. This college has regular classes and non-regular classes. During the 2007-2011 of academic period, this college


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

assigned the English subject as a basic competence subject and was taught in three semesters. For each semester English was taught in two subjects as English 1 and 2 in the first semester, English 3 and 4 in the second semester, and English 5 and 6 in the third semester. Therefore, the students had English classes twice a week during three semesters. The new replacement of the rector of this college has made a new policy for the English course. The credit of this subject has been reduced into two credits per semester in three semesters. Consequently, there are only English 1 at the first semester, English 2 at the second semester and English 3 at the third semester.

3.3 Participants

The main sources for needs analysis might include students, teachers, policy makers, ex-students, documents relevant to the field, people working or studying in the field, or academic specialists (Evans and John, 1998: 132; Richards, 2001: 57). Brown (1995: 37) groups them into four categories involved in needs analysis, such as the target group (the students or sometimes the teachers and/or administrators), the audience (teachers, teacher aides, or program administrators), the needs analysts, and the resource group (parents, financial sponsors, future employers, instructors, or administrators). Encompassing what has been proposed by the previous authors on sources for needs analysis, Long (2005: 25-30) suggests five major sources of information for needs analysis: published and unpublished literature (authentic materials), learners, teachers and applied linguists, domain experts, and triangulated sources (comparisons among two or more different sources, methods, investigators, experts’ theories, or combinations thereof). In this study, the sources of information were taken from the students, the lecturers, policy makers, and an authentic material (an English syllabus).

There were 93 students (18 males and 75 females) involved in this research from the first semester (45 students) and third semester (48 students), ranging from age 18 to 44 year-old.


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A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

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Four lecturers were also involved in this research, and some information from the lecturers was gained through an interview and a questionnaire to find out their teaching experiences, their perceptions to the students’ needs of English and their suggestions for an ESP program in this college, the materials and syllabus that they had used, and their expectations of teaching English for the students in the college.

This research also involved a rector of the college and a chairman of Islamic Studies Education Program. Some information from both was collected through an interview about institutional goals and their expectation of the students’ mastery of English.

3.4 Data Collection Method

This research employed questionnaires, interviews and a document analysis to collect the data. Brown (1995: 45) points out that interviews and questionnaires might draw the needs analysts into the process of actively finding out or gathering information from the participants in the program. Evans and John (1998: 132) also include questionnaires, structured interviews, and documents analysis as some of main data collection methods in needs analysis.

Since a large number of participants in the same time were involved inthis study, questionnaires were employed in this research. Brown (1995: 50) points out that “questionnaires are more efficient for gathering information on a large scale than are many of the other procedures.” The questionnaires distributed in this study were for the students and for the lecturers. For questionnaires, close and open-ended questionnaires were used to find out some information about the learners’ English backgrounds, the learners’ perception to ESP, the learners’ expectations of how to learn the language, and the learners’ expectations of English at the end of the course. Two types of questionnaires, for students and lecturers, were distributed in this study. The students’ questionnaire contains twenty questions divided into three parts. The first part, Part A, contains four questions asking students’ assessments of their English skills. The second part of


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

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the questionnaire, Part B, contains four questions finding out the students’ experience of learning English during one semester. The last part, Part C, contains twelve questions finding out the students’ needs of English.

Individual interviews were also used in collecting some information to clarify some questions in questionnaires. Brown (ibid: 49) states that “individual interviews allow for gathering personal responses and views privately” which can “lead to insights into the real opinions of the participants involved.” The individual interviews were carried out to three English lecturers, the chairman of the Islamic Studies Education Program, and the rector of the college. The interviews were used for collecting data from the English lecturers concerning their perceptions to ESP course, and from the chairman of the Islamic Studies Education Program and the rector of the college concerning their expectations to the students’ mastery of English, general goals and objectives of the college.

The other method employed in this study was a document analysis, which was an English syllabus being used by the lecturers. The syllabus analysis was used to collect some information whether the English syllabus met the students’ needs of English. In this analysis the available English syllabus was analyzed by considering the students’ needs profile, taken from the results of the needs analysis. As a guide for the analysis, this research organized a document analysis form consisting of ten questions, based on the students’ needs profile, concerning the contents of the available English syllabus used by the lecturers in the college.

3.5 Procedures

As described in Chapter Two of this research in Figure 2.3 about the stages of syllabus, the general procedures of this research involved conducting environment and needs analysis, selecting principles, identifying goals, and creating a proposed-syllabus.

This research was started with collecting data in terms of the environment analysis and needs analysis. The aims of the environment analysis were to identify learners and teachers, analyze learning situation, and analyze institutional goals


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

(Nation and Macalister, 2010: 14-18). The needs analysis aimed to identify attitudes, necessities, lacks, and wants, and to identify skills (Hutchinson and Waters, 1987: 55-60; Nation and Macalister, 2010: 27-30). In collecting data from the environment and needs analysis, questionnaires, structured interviews, and a document analysis were employed in this research.

The questionnaires were distributed randomly to 93 students, enrolled in the first and third semester, based on their willingness to participate in this research. The questionnaires were also administered to four lecturers to find out their teaching experiences, the materials that they had used, and their expectations of teaching English for the students in the college. The questionnaires and structured interviews were developed based on various authors from Hutchinson and Waters (1987), Brown (1995), Jordan (1997), Dudley-Evans and John (1998), Richards (2001), and Nation and Macalister (2010).

After the data collection, the data from the questionnaires were organized into some tabulation forms for coding the data. Then, some coded data were calculated for quantitative data, and the other data were qualitative data about the lecturers and the students’ opinions in some open-ended questions in the questionnaire, and the qualitative data taken from the interviews to three lecturers, the chairman of the study program, and the rector of the college. After that the quantitative data were analyzed and interpreted, and the qualitative data were used to support the quantitative data for the discussions and used for additional information for needs analysis in Chapter Four.

The results of the environment and needs analysis to both quantitative and qualitative data were used to answer the questions of this research. The content and sequencing principles and the format and presentation principles were selected as consideration for formulation of goals and the content of the syllabus. To answer the first questions, the students’ needs profile was organized based on the results of needs analysis. In finding out the answer of the second question, the students’ needs profile was employed, by transforming it into a document analysis


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

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form, as a basis to analyze the available English syllabus. To answer the third question, the students’ needs profile was used as a basis for formulating goals and objectives for designing an ESP-based syllabus. The ESP-based syllabus created by considering the students’ needs profile was a proposed ESP-based syllabus. 3.6 Data Analysis

The data collected from the questionnaires, structured interviews, and an analysis of an authentic text were analyzed qualitatively and quantitatively to find out specific needs for teaching and learning English. Then, the data that had been analyzed were used for answering the questions of this research. The result of the study was a proposed ESP-based syllabus.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER STUDIES

5.1 Introduction

This study aims to investigate the students’ needs analysis for designing an ESP-based syllabus to be applied in an Islamic studies college, especially in an Islamic Studies Education Program, located in Purwakarta, West Java. Four needs analysis types (present situation analysis, learning situation analysis, strategy analysis, and target situation analysis) were employed to obtain information from participants involved in this study. Three models of systematic approaches to ESP course design from Hutchinson and Waters (1987), Brown (1995), and Nation and Macalister (2010) were employed to carry out steps of designing a language course from needs analysis to a proposed ESP-based syllabus. Finally, the integration of functional, conten-based, and skill-based syllabi was chosen,based

on the students’ needs analysis, as the proposed ESP-based syllabus.

5.2 Conclusions

This study was conducted to find out the students’ needs of English in an Islamic studies college, especially in Islamic Studies Education Program, to analyse the existing syllabus in seeking its relevance to the students’ needs, and to propose an ESP-based syllabus relevant with the students’ needs of English at the college. There were some conclusions to be revealed from this study in terms of English skills proficiency, contents of the course, and process of learning.

Concerning the English skills proficiency, in general the students’ language proficiency was still low as indicated from the data of the interview to the lecturers. However, the students had interests and wanted to improve all of English skills (speaking, reading, writing, and listening). Therefore, the teaching of language integrating the four skills in English was recommended in this study, beginning from elementary level.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

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Concerning the contents, in general the students wanted to learn English related to Islamic studies. Their favorite Islamic topics to be included in the English learning were Islam faith, worships or rituals in Islam, morals in Islam, Islamic rules/fiqh, Islamic thoughts, Islamic history, Islamic education, and Islamic world issues. The English sub-skills of the four English skills to be mastered by the students were identified in this study, in which it was revealed that they wanted to learn English sub-skills in the context of Islamic fields and daily lives. In this study, it was also revealed that the English syllabus used by the lecturers did not clearly state goals and objectives and the contents were organized around some Islamic topics and grammar, without giving any descriptions about the process of learning activities. Therefore, based on these findings the syllabus should include Islamic topics and English sub-skills needed by the students.

For the process of learning, it was revealed that in general the students preferred to experience various learning managements and learning models in learning English. The learning managements they wanted to experience were individuals, pairs, groups, and whole class, and the learning models they wanted to experience were simulation, small group discussion, discovery learning, self-directed learning, cooperative learning, or collaborative learning.

Those findings above were the students’ needs on which the goals were formulated and the syllabus was created. In addition, based on the students’ needs formulated into goals and objectives, the integration of functional, content-based, and skill-based syllabi was chosen as suitable to meet the students’ needs.

5.3 Recommendations for Further Studies

Based on the findings in this study, it is recommended that the college implements the ESP-based syllabus proposed in this study in order to obtain evaluation and further development. Therefore, the implementation and evaluation of the proposed ESP-based syllabus may be useful for further studies in order to develop the syllabus. Since the end product of this study only an ESP-based syllabus proposed for the students of semester 1, it is also recommended that


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

needs analysis be carried out again to propose an ESP-based syllabus for the second and third semester for this college.


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY

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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Jordan, R.R. (1997). English for Academic Purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.

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A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY

Al-Harby, M. (2005). ESP Target Situation Needs Analysis: The English Language Communicative Needs as Perceived by Health Professionals in

the Riyadh Area. A Doctoral Dissertation of University of Georgia:

Published.http://faculty.ksu.edu.sa/majed/Documents/alharby_majid_2005 05_phd.pdf [February 21, 2011]

Al-Tamimi, A. S. and Shuib, M. (2010). “Investigating the English Language Needs of Petroleum Engineering Students at Hadhramout University of Science and Technology”. http://www.asian-esp-journal.com/April-2010-ast.pdf [Mei 03, 2011]

Alwasilah, A. C. (1999). “Improving College English to Function to the Full”. In Alwasilah, A. C. (2010). Language, Culture, and Education: A Portrait of

Contemporary Indonesia (Cetakan Keempat). Bandung: Andira.

_______. (2007). “Redesigning Indonesian Course in the Undergraduate Curriculum: the Indonesian Case”. http://inggris.upi.edu/wp-

content/uploads/2010/10/Redesigning-Indonesian-Course-in-the-Undergraduate-Curriculum.pdf [August 21, 2012]

Atai, M. R. and Shoja, L. (2011). “A Triangulated Study of Academic Language Needs of Iranian Students of Computer Engineering: Are the Courses on

Track?”.RELC Journal. 42,(3),305-323.

http://rel.sagepub.com/content/42/3/305.full.pdf [August 15, 2012]

Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. London: Lawrence Erlbaum Associates, Inc.

_______. (2010). Developing Courses in English for Specific Purposes. London: Palgrave Macmillan.

Brown, H. Douglas. (2001). Teaching by Principles: An Interactive Approach to

Language Pedagogy (Second Edition). New York: Pearson Education


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Brown, J. D. (1995). The Elements of Language Curriculum: A systematic

Approach to Program Development. Boston, Massachusetts: Heinle &

Heinle Publishers.

Dubin, F. and Olshtain,E. (1986). Course Design: Developing Programs and

Materials for Language Learning. Cambridge: Cambridge University

Press.

Eslami, Z. R. (2010). Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach to English for Academic Purposes (EAP) in Iran. English

Language Teaching.3, (1), 3-11.

http://proquest.umi.com/pdf/7041556fe6cadf7acff65d62140a800a/129778 0429//share3/pqimage/pqirs104v/201102150903/49686/4671/out.pdf [February 15, 2011]

Evans, T. D.and John, M. J. St. (1998). Developments in English for Specific

Purposes: A multi-disciplinary approach. Cambridge: Cambridge

University Press.

Fahmi, A. (2010). “Developing the Syllabus for English Course of Industrial Engineering Department Institut Teknologi Sepuluh Nopember Surabaya”. A paper in TEFLIN.

Floris, F. D. (2008). “Developing English for General Academic Purposes (EGAP) Course in an Indonesian University”. Kata. 10,(1), 53-62. http://puslit2.petra.ac.id/ejournal/index.php/ing/article/download/16759/16 740 [August 24, 2012]

Garrido, Miguel F. R., Silveira, J. C. P., and Gomez, I. F. (Ed). (2010). English

for Professional and Academic Purposes. Amsterdam-New York: Editions

Rodopi B.V.

Gatehouse, K. (2001). “Key Issues in English for Specific Purposes (ESP) Curriculum Development”. The Internet TESL Journal.2, (10). http://iteslj.org/Articles/Gatehouse-ESP.html [February 21, 2011]


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Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Gebhard, J. G. (1996). Teaching English as a Foreign or Second Language. USA: The University of Michigan Press.

Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Canada: Heinle.

Harding, K. (2007). English for specific Purposes. Hong Kong: Oxford University Press.

Hardiningsih, S., Saleh, M., and Badib, A. A. (2012). “Business English for

Shari’a Banking Students at Politeknik Negeri Semarang (Polines)”.

Journal of Educational Research and Evaluation.1,(1). Universitas Negeri

Semarang. Indonesia.

Hutchinson, T., and Waters, A. (1987). English for Specific Purposes: A

learning-centred approach. Cambridge: Cambridge University Press.

Hyland, K. (2006). English for Academic Purposes: an advanced resource book. London: Routledge.

Jordan, R.R. (1997). English for Academic Purposes: A guide and resource book

for teachers. Cambridge: Cambridge University Press.

Kaewpet, C. (2011). “Learning Needs of Thai Civil Engineering Students”. The

Asian ESP Journal. 7,(3), 79-105. Asian ESP Journal Press.

http://www.asian-esp-journal.com[December 19, 2011]

Kaur, S. and Khan, A. B. M. A. (2010). “Language Needs Analysis of Art and Design Students: Considerations for ESP Course Design”. ESP World. 9, (28).

http://www.esp-world.info/Articles_28/ESP%20World%20_Alla%20%26%20Sarjit_%20 March%202010.pdf[July 20, 2012]

Kurniadin, D. (2008). An Analysis on English for Islamic Studies (A Case at

Islamic Education Department of STAI Sayyid Sabiq Indramayu). A Thesis

in Pascasarjana UPIBandung: Unpublished.

Kusni. (2007). “Reformulasi Perancangan Program ESP di Perguruan Tinggi”.


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http://www.e-Hilmansyah Saefullah, 2013

A Needs Analysis For Designing An Esp-Based Syllabus In An Islamic Studies Education Program

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

li.org/Pages/Current_Issues.aspx?docname=/published_docs/20111011_01 1153_835.pdf [September 1, 2012]

_______. (2010). “Revitalizing EAP Programs in Indonesian Context”. http://repository.upi.edu/operator/upload/pro_teflin_2010_kusni_revitalizi ng_eap_programs.pdf [August 22, 2012]

Krahnke, K. (1987). Approaches to Syllabus Design for Foreign Language

Teaching. New Jersey: Prentice-Hall, Inc.

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