INVESTIGATING THE ENGLISH NEEDS OF ENGINEERING COMMUNITY AT INDONESIA UNIVERSITY OF EDUCATION: A Descriptive Study at Indonesia University of Education).

(1)

INVESTIGATING THE ENGLISH NEEDS OF ENGINEERING

COMMUNITY

AT INDONESIA UNIVERSITY OF EDUCATION

(A Descriptive Study at Indonesia University of Education)

A Thesis

Submitted in partial fulfillment of the requirements for Master’s Degree of English Education Study Program of Postgraduate Studies

Indonesia University of Education

Muh. Aditya Gilang Ramadhan 1303237

ENGLISH EDUCATION STUDY PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

INDONESIA

2015

(2)

==================================================================

INVESTIGATING THE ENGLISH NEEDS OF

ENGINEERING COMMUNITY

AT INDONESIA UNIVERSITY OF EDUCATION

(A Descriptive Study at Indonesia University of Education)

Oleh

Muhammad Aditya Gilang Ramadhan

S.Pd UPI Bandung, 2012

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

(3)

Universitas Pendidikan Indonesia

Desember 2015

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

(4)

(5)

Declaration of Authorship

I, Muh. Aditya Gilang Ramadhan declare that the thesis entitled

Invesitigating the English Needs of Engineering Community at Indonesia University of Education

and the work presented in it are my own and has been generated by me as the result of my own original research. I confirm that:

 This work was done wholly or mainly while in candidature for a research degree at this University;

 Any part of this thesis has not previously been submitted for a degree or any other qualification at this University or any other institution,

 I have consulted the published work of others, this is always clearly attributed;

 I have quoted from the work of others, the source is always given. With the exception of such quotations, this thesis is entirely my own work;

 I have acknowledged all main sources of help;

 This thesis is based on work done by myself

 None of this work has been published before submission.

………

________________ Muh. Aditya Gilang R

(6)

Muhammad Aditya Gilang Ramadhan, 2015

Investigating the English Needs of Engineering Community

At Univeritas Pendidikan Indonesia

Muh. Aditya Gilang Ramadhan

Abstract

Since its emergence, ESP along with the development of important aspects in

human’s lives including economics, science and technology has developed valuable

knowledge for language teaching enterprise. Similarly, in Indonesia ESP has also answered the demand for specific English used in the vocational and professional field by establishing its place in the vocational high school level curriculum as well as higher education level curriculum. Yet, many ESP teachers and curriculum designers

often neglect the learners’ specific needs by excluding needs analysis from ESP plans as well as abandoning its prospective contribution to day to day teaching and learning process such as teaching methodology and material being used. Thus, by inviting four groups of stakeholders from four non-educational engineering study programs at Universitas Pendidikan Indonesia, this study hoped to be able to draw a picture of English needs as perceived by the target engineering community. With the employment of questionnaire and interview this study were able to collect several information regarding target engineering community’s present situation and target

situation covering; target learners’ objective information, expected purposes of the

course, available resources, prospective use of the language, and present English for Engineering classroom. These data findings were further used as series suggestions in designing English for Engineering syllabus intended for the mentioned setting.

Keywords: ESP, EE (English for Engineering), Syllabus, Curriculum, Stakeholders, Needs Analysis

(7)

ABSTRACT………..i

TABLE OF CONTENT………ii

LIST OF FIGURES………...v

AUTHOR’S DECLARATION………...vii

ACKNOWLEDGMENT………viii CHAPTER 1 ... Error! Bookmark not defined.

1.1. Background of the Study ... Error! Bookmark not defined. 1.2. The Research Questions ... Error! Bookmark not defined. 1.3. The Research Aims ... Error! Bookmark not defined. 1.4. Significance of the study ... Error! Bookmark not defined. 1.5. Organization of the thesis ... Error! Bookmark not defined. 1.6. Definition of terms ... Error! Bookmark not defined. CHAPTER II ... Error! Bookmark not defined. 2.1. Introduction ... Error! Bookmark not defined. 2.2. English Language Teaching to English for Specific PurposesError! Bookmark not defined. 2.3. ESP Teaching and Its Methodology ... Error! Bookmark not defined. 2.4. ESP Materials... Error! Bookmark not defined. 2.5. ESP and Needs Analysis ... Error! Bookmark not defined. 2.6. Methods of Needs Analysis Data Collection ... Error! Bookmark not defined. 2.7. Types of Needs Analysis... Error! Bookmark not defined. 2.7.1. Target situation analysis... Error! Bookmark not defined. 2.7.2. Learning Situation Analysis ... Error! Bookmark not defined. 2.7.3. Present Situation Analysis ... Error! Bookmark not defined. 2.7.4. Deficiency Analysis ... Error! Bookmark not defined. 2.7.5. Means Analysis ... Error! Bookmark not defined. 2.7.6. Language Audits ... Error! Bookmark not defined. 2.8. English for Engineering in Indonesia ... Error! Bookmark not defined.

(8)

Muhammad Aditya Gilang Ramadhan, 2015

CHAPTER III ... Error! Bookmark not defined. 3.1. Introduction ... Error! Bookmark not defined. 3.2. Purpose of the Study and Research Questions ... Error! Bookmark not defined. 3.3. Research methods ... Error! Bookmark not defined. 3.4. Setting and Respondents of the Study ... Error! Bookmark not defined. 3.5. Data Collection ... Error! Bookmark not defined. 3.5.1. Distribution of the Questionnaire ... Error! Bookmark not defined. 3.5.2. Conducting of interviews ... Error! Bookmark not defined. 3.6. Data analysis ... Error! Bookmark not defined. 3.7. Validity ... Error! Bookmark not defined. 3.8. Credibility ... Error! Bookmark not defined. 3.9. Transferability ... Error! Bookmark not defined. 3.10. Dependability ... Error! Bookmark not defined. 3.11. Ethical considerations ... Error! Bookmark not defined. 3.12. Conclusion ... Error! Bookmark not defined. CHAPTER IV ... Error! Bookmark not defined. 4.1. Students’ English Learning Experience ... Error! Bookmark not defined. 4.2. Attitudes towards English ... Error! Bookmark not defined. 4.3. Students’ Language Competence: Self Assessment ... Error! Bookmark not defined. 4.4. Students’ Styles of Learning ... Error! Bookmark not defined. 4.5. ESP Classroom Resource ... Error! Bookmark not defined. 4.6. Reason for Learning English... Error! Bookmark not defined. 4.7. Language Skills Needed ... Error! Bookmark not defined. 4.8. Present ESP Course ... Error! Bookmark not defined. 4.9. The Use of English in Target Career Situation ... Error! Bookmark not defined. 4.10. Conclusion ... Error! Bookmark not defined. 4.11. Proposed Syllabus ... Error! Bookmark not defined. 4.11.1. Goals ... Error! Bookmark not defined. 4.11.2. Objectives ... Error! Bookmark not defined. 4.11.3. Materials ... Error! Bookmark not defined. 4.11.4. Activities ... Error! Bookmark not defined.

(9)

4.11.5. Assessment ... Error! Bookmark not defined. 4.11.6. Evaluation ... Error! Bookmark not defined. 4.11.7. Proposed Syllabus Document ... Error! Bookmark not defined. CHAPTER V ... Error! Bookmark not defined. 5.1. Conclusion of the Study ... Error! Bookmark not defined. 5.2. Implication and Recommendations ... Error! Bookmark not defined. 5.3. Limitations and Suggestion for Further Research ... Error! Bookmark not defined.

(10)

Muhammad Aditya Gilang Ramadhan, 2015

CHAPTER 1 INTRODUCTION

This introductory chapter presents a review of the thesis. It is arranged in seven sections. First and foremost, the background of the study is briefly discussed, followed by an overview of the study setting and statement of the problem. Purpose of the study and research questions are presented as fourth and fifth section respectively. Sixth section justifies the significant of the study as the seventh section sets out the thesis organization.

1.1. Background of the Study

Since its emergence in 1960s (Orr, 2001, p. 207), ESP has gained notable place in the literature and has been continuing to be an important and dynamic area of specialization within ELT (Flowerdew, 1990, p. 326). Not only for English speaking countries, the major concern related to ESP is also noticed elsewhere (Salager-Meyer, 2000, p. 11). Initiated by the development in educational psychology (Hutchinson & Waters, 1987), ESP counts varied

learners‟ needs and interests as a priority since they directly affects learners‟ motivation, and yet

the effectiveness of their learning (Hutchinson & Waters, 1987, p. 8). This exact learner-centered view has successfully facilitated the increasing demand of English for specific disciplines, professions and purposes projected to better meet the learners‟ needs (Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987; Paltridge & Starfield, 2011). This very demand also reflects the history of ESP tracked by Water & Hutchinson (1987) which is connected to the raise of technology and commerce resulted from World War after-effect. Now decades later the world has not shown any sign of slowing down especially in area of science and technology (UN, 2015).

As in Indonesia, ESP has also answered the demand for specific English used in the vocational and professional field by establishing its place in the vocational high school level curriculum as well as higher education level curriculum. Higher education institutions in Indonesia, both government-funded and independent, at least provide two credit hours of ESP program for their students in order to address the needs of specific language and communication skills required to function effectively in their disciplines of study, professions or career. Yet,

(11)

many ESP teachers and curriculum designers often neglect the learners‟ specific needs by excluding needs analysis from ESP plans (Paniya, 2008) as well as abandoning its prospective contribution to day to day teaching and learning process such as teaching methodology and material being used (Paniya, 2008; Kusni, 2001). Therefore, to facilitate the mentioned needs, the institutions need to design a suitable course that is intended to fulfill the gap between the students and the world. This attempt can be realized by firstly conducting the needs analysis to reveal the ideas from stakeholders as it is known as the first step of course design (Dudley-Evans & St. John, 1998; Jordan, 2009; Mehrdad, 2012; Nation & Macalister, 2010; Hutchinson & Water, 1987). Once the profile containing information about what Berwick (1989) called

“perceived and felt needs”, or what Hutchinson & Water (1987) called “necessities, wants and lacks of the learners” are gathered, then a course designer can use it as a basis of deciding other

components of a program, syllabus or curriculum (Brown, 2001).

Despite the unarguable clarity of the importance of ESP and Needs Analysis mentioned above, little attention has been given to the development of them in Indonesian higher education system (Marwan, 2009). He further highlighted the main challenges in teaching ESP in Indonesia

by pointing out the gap between „expectation and reality‟ created by industrywide‟s demands,

institution stakeholders, ESP teachers and students. Therefore, in order to overcome such gap it is then necessary to draw a clear picture as a small representation of ESP teaching in Indonesia to which the higher educational institutions can look up as a model. It is highly expected that the picture drawn from this study can provide a rather general description of students‟ needs,

stakeholders‟ wants and industrywide‟s expectation.

To achieve such purpose, this study tried to build a profile containing information in regards to the English for Engineering at Indonesia University of Education through the Needs Analysis (Presents and Target situation Analysis). The understanding of these needs can then be used as the basis on which the effective objectives, goals, syllabus and teaching methodologies constituted the major part of the curriculum can be appropriately defined (Dudley-Evans & St. John, 1998; Jordan, 2009; Nation & Macalister, 2010; Hutchinson & Water, 1987). Thus to fulfill the growing demand of the above needs, this study, therefore, puts forward a framework for a NA approach as the basis for investigating the English language needs of the Engineering students and community. It targeted both engineering students and practitioners at Indonesia University of Education to capture a rather general profile of English for Engineering in

(12)

Muhammad Aditya Gilang Ramadhan, 2015

Indonesia. Moreover, the mentioned setting was expected to be a representation of typical engineering students, typical institution stakeholders as well as a typical place in which technology and engineering are factors on demand. Indonesia University of Education is a state university located in Bandung, Indonesia that offers various engineering majors bundled in the Faculty of Technical and Vocational Education. This faculty is a home of six departments covering seventeen study programs. Four non-education study programs were chosen as they offered technical study programs which were mechanical engineering, building engineering, electrical engineering and architecture engineering. Furthermore, these four study programs were expected to be the source of the engineering community population being investigated.

1.2. The Research Questions

In order to capture the profile of English needs of engineering community, this study attempted to answer the following research question:

1. What are the specific English needs of Indonesian Engineering students and professionals to fully function in their academic and target career situation?

2. What type of syllabus is expected to meet the needs of engineering students in the mentioned context?

1.3. The Research Aims

This study aimed to capture the English needs perceived by Indonesia engineering students in academic and professional journey of their lives. Thus, by investigating both English needs of engineering students and professionals, this study was able to capture the profile of English Engineering (EG) in Indonesia. Through a needs analysis using questionnaires and interviews to elicit the subjective perceptions of these populations, this study pursued the following objectives:

1. To produce a profile of the specific English needs of typical Indonesian engineering students and professionals to fully function in their academic and target career situation through Needs Analysis;

(13)

2. To produce a model of ESP data-driven syllabus which is suitable for the mentioned context

It was highly expected that this study would help to foster further understanding of

engineering students‟ current and future English language needs from a pedagogical perspective in Indonesian setting. Moreover, it was also expected to explore and indentifying learners‟

specific needs as a necessary starting point in designing or developing courses, programs and curricula (Munby, 1978; Hull, 2006)

1.4. Significance of the study

The significance of this study can be attributed, first and foremost, to the shift of focus in the field of language teaching and learning from the teacher to the learner (Hull, 2004, p. 2) as it provides a picture of present and target needs to build the curriculum foundation (Richterich & Chancerel, 1987, p. 4; Harmer, 2007; Master, 2007; Dudley-Evans & St. John, 1998; Jordan, 2009; Nation-Macalister, 2010; Hutchinson & Water, 1987). It is a motivating factor for

choosing this particular topic, since it reflects the efforts of the crucial role of learners‟ needs that

drive the process of curriculum design and development, material production and teaching ESP

methodology. Moreover, an analysis of students‟ needs, interests, abilities and difficulties is

necessary in order to identify what they would like to do with the language, what kind of language they already know, what kind of language they lack and what kind of problems they encounter in Indonesian context. Thus, understanding these needs and identifying the kind of language that learners are going to use in their target careers is likely to be importance in the ESP learning and teaching process in general and Indonesian English for Engineering in particular. Lastly, this study is expected to help those affected by the ESP/EE course itself to refresh their perception of its planning and implementation, especially in Indonesia University of Education context.

(14)

Muhammad Aditya Gilang Ramadhan, 2015 1.5. Organization of the thesis

This thesis is divided into five chapters:

Chapter I:

This first chapter has set out the background and the setting of the study, as well as the rationale for undertaking it.

Chapter II:

It reviews the extant literature pertaining to ESP and approaches to curriculum development in ESP. It begins by presenting some definitions of ESP and outlining its history and characteristics. Next, it examines the relationship of ESP to language theories and the approaches to curriculum development in ESP and presents the process of ESP curriculum development. There is also a discussion of the concepts of needs analysis, an outline of the classifications of needs and the framework of needs analysis, and a review of some research studies of needs analysis in the ESP context.

Chapter III:

It depicts the methodological approach adopted to achieve the study objectives. The research paradigm and design are explained. The development of the procedures and methods for collecting and analyzing the data is described and issues of access and ethics are considered.

Chapter IV:

It presents the key findings of the analysis of the research data with regard to the

students‟ language needs. These include results based on the use of quantitative research methodology. The findings of the study are discussed with reference to each of the research questions and in relation to relevant literature.

Chapter V:

It concludes the thesis by summarizing the study and its key overall findings, focusing on its pedagogical and research implications and indicating its strengths and weaknesses as well as suggestion for further research studies.

(15)

1.6. Definition of terms

English for Specific Purposes (ESP): an approach to language teaching designed to meet the

specific needs of learners by making use of underlying methodology and activities of the discipline it serves and is centered on the language, skills, discourse, and genres which suit the activities (Basturkmen, 2010,p. 13)

Needs Analysis: Needs analysis is the process of identifying the students‟ target English

situations and using them as the basis of ESP instructions in order to provide students with the needed specific language so they can succeed in the course and in the future (John as cited in Benesch, 1996, p. 723).

Language Syllabus: It is the linguistic and subject matter which is to be taught (Kranhke, 1987,

p. 4; Nunan, 1989, p. 5; Richards, 2001, p. 152)

English for Engineering: It is a subdivision of English for Science and Technology derived

(16)

Muhammad Aditya Gilang Ramadhan, 2015

CHAPTER III RESEARCH METHOD

3.1. Introduction

This chapter discusses the methodology employed in this study. Firstly, the main purpose and the research questions (RQs) of the study are provided. Secondly, the mixed methods employed for this study and the rationale of the choice of these methods will be described. The next section involves a discussion of the research study in which the research context is outlined, the participants involved in this study are detailed, and the researcher’s roles are explained. This way, the current study is able to provide the clear map on addressing the target students’ needs as students and their long-term needs as professional both from stakeholders’ perspectives. Next, the research instruments applied in the study are presented. These include questionnaires and interviews. The chapter, then, discusses the data analysis methods applied in the study, triangulation, the validity and credibility and some ethics and risks issues related to the study. Finally, the limitations of research methodology are discussed and conclusions are drawn.

3.2. Purpose of the Study and Research Questions

This study aimed to capture the English needs perceived by the target community in Indonesia engineering enterprise. The main objective of this study was to investigate why, where, when and how the target language was needed by the stakeholders through the use of Hutchinson and Waters’s NA approaches (1987) of Present Situation Analysis (PSA) and Target Situation Analysis (TSA). Thus, by investigating both English needs of engineering students and professionals, this study was able to capture the profile of English Engineering (EG) in Indonesia. Through a needs analysis using questionnaires and interviews eliciting the subjective perceptions of these populations, the study pursued the following objectives:

(17)

2. To produce a model of ESP data-driven syllabus which is suitable for the mentioned context

It was highly expected that this study would help to foster further understanding of engineering students’ current and future English language needs from a pedagogical perspective in Indonesian setting. Moreover, it was also expected to explore and indentifying learners’ specific needs as a necessary starting point in designing or developing courses, programs and curricula (Munby, 1978; Hull, 2006). Furthermore, in order to fulfill the mentioned objectives, this study generated the following research questions:

1. What are the specific English needs of Indonesian Engineering students and professionals to fully function in their academic and target career situation?

2. What type of syllabus is expected to meet the needs of engineering students in the mentioned context?

3.3. Research methods

Looking at the above research objectives, this study adopted a descriptive method. This type of research method is targeted to provide the description and interpretation of the data as it is (Cohen, Manion & Morrison, 2007, p. 205). The use of this methodology was expected to produce a fuller picture of the topic being investigated as well as expanding the scope and breadth of the “lacks, necessities and wants” (Hutchinson & Waters, 1987) of ESP learners, alumni/professional, teachers and course coordinators in their journey of fulfilling the industrywide practice’s demands. The mentioned research design is married with the mentioned study purposes as it “focuses on collecting, organizing and summarizing information” (Malik & Hamied, 2014) obtained from the respondents of the Needs Analysis. Moreover, this study corresponds to the characteristic of descriptive research explained by Malik and Hamied (2014) as it “describes” what the needs of Engineering community are like and how they are “related to each other” when they are simplified and synthesized in the form of a syllabus.

3.4. Setting and Respondents of the Study

The respondents of this study was drawn from the insights from theorists like Munby (1978), Brown (2009), Robinson (1991), Dudley-Evans & St John (1998), Richards (2001),

(18)

Muhammad Aditya Gilang Ramadhan, 2015

Long (2005) who emphasized that the Needs Analysis should involve the target group, the audience, the needs analyst and the resource group. As informed by Brown (2009) the target group is the group, commonly students, where the information will be ultimately gathered. He further explains that the audiences (teachers, administrators) are those who will act upon the analysis. The needs analyst is the person to conduct the needs analysis and gain information from the other three groups. Lastly, the resource group is those who provide information on the target group (professors of content course of the students).

For the present study, the target group was represented by the engineering students from four majors; Mechanical, Building, Architecture and Electrical engineering, whereas, the audience was represented by the English instructors and finally the resource group was represented by the professional engineers and the managers of program study. Moreover, in drawing the population, this study employed stratified random sampling technique (Fraenkell & Wallen, 2008; Coolidge, 2000; Ivankova & Creswell, 2009). The similar sampling technique was also applied to the selection of graduates/professionals. The complete picture of the sample is drawn, as follows:

1. Engineering Students

The students from four-non-education-engineering majors were chosen to provide information on wants or subjective needs. The sample of the present study was 120 students majoring in non-education Electrical, Building, Architecture and Mechanical engineering at Indonesia University of Education, Bandung.

2. Professional Engineers

Information from professional engineers represented necessities or required knowledge. Sixty of them were chosen as respondents for the present study. These respondents were invited from a number of companies practicing in Building, Mechanical, Architecture and Electrical engineering. They were chosen due to the fact that they have experienced the target situation in industrywide practice. Thus, they possessed ideas of the target situation and suitable activities for the ESP course.

3. ESP Teachers

The ESP teachers were chosen to represent the group of audience. The four of them were on stratified sampling technique. They were invited from Electrical, Architecture, Building and Mechanical engineering study program.

(19)

4. Study Program Managers

The faculty members provided information on the necessities or required knowledge. The present study involved four study program managers from four engineering study programs at UPI Bandung.

Figure 3.1. Respondents of Needs Analysis

Target Group Audience Resource Group

Engineering students from Building, Architecture, Mechanical and Electrical engineering program

ESP Teachers assigned to teach ESP course in Building, Architecture, Mechanical and Electrical engineering program

 Professional engineering

who were majoring in Building, Architecture, Mechanical and Electrical engineering program

 Managers of the study

programs Mechanical: 30 Students

Building: 30 Students Architecture: 30 Students Electrical: 30 Students

Mechanical: 1 Teacher Building: 1 Teacher Architecture: 1 Teacher Electrical: 1 Teacher

Mechanical: 15 Engineers Building: 15 Engineers Architecture: 15 Engineers Electrical: 15 Engineers

Mechanical: 1 Manager Building: 1 Manager Architecture: 1 Manager Electrical: 1 Manager

3.5. Data Collection

In order to gain information and data needed in conducting the research, a questionnaire and interviews were conducted. A questionnaire was employed as a survey instrument to dig information from the respondents (Shavelson, 2002, p. 102). Meanwhile, interview was conducted to further investigate or gather more detailed and better information from the interviewee (Polkinghome, 2005; Miles and Huberman, 1994; DiCicco-Bloom & Crabtree, 2006). Details about the procedure of data collection are described in the following table:

(20)

Muhammad Aditya Gilang Ramadhan, 2015

Instrument Data Source Sample

Questionnaire  Engineering students at

Indonesia University of Education

 Professional engineers

from Bandung’s industrywide practice

 120 Students

 60 Engineers

Interview  ESP teachers from

four-mentioned study programs

 Managers from

four-mentioned study programs

 Representative from

the group of engineering student

 Representative from

the group of

professional engineer

 4 Teachers

 4 Managers

 1 Student

 1 Engineer

3.5.1. Distribution of the Questionnaire

The questionnaires were first distributed to the 120 non-education engineering students at Indonesia University of Education on the 16th of June 2015 and the last day of the distribution was on 25th of June 2015. The questionnaire consisted of a series of questions derived from the Present Situation Analysis model proposed by Hutchinson & Waters (1987). This model reflects three sections: personal information, English needs, and suggestions for future ESP course. The personal information section covers the participants experience in previous English studies, situation of English use, and proficiency in English. Meanwhile, the English needs section was divided into five sub-sections: language functions, listening skills, speaking skills, reading skills, and writing skills. Lastly, the suggestions for future ESP course section included preferences of students in terms of topic, activities, materials, instructor, time, and assessment for the future ESP course.

This particular model was also used as the basis of questionnaire design targeted for professional engineers. The distribution of this questionnaire was firstly started on 14th of June to 27th of June 2015. It was distributed to 60 professional engineers working in various industrial companies in Bandung, Indonesia. Furthermore, this questionnaire was also attached by a series

(21)

of questions derived from the Target Situation Analysis model developed by Hutchinson & Waters (1987).

Figure 3.3. Hutchinson &Waters’sTarget Situation Analysis model Why is the language needed?

 for study;

 for work;

 for training;

 for a combination of these;

 for some other purpose, e.g. status, examination, promotion.

How will the language be used?

 medium: speaking, writing, reading, etc.;

 channel: e.g. telephone, face to face;

 types of text or discourse: e.g. academic texts, lectures, informal conversations, technical manuals, catalogues.

What will the content areas be?

 subjects: e.g. medicine, biology, architecture, shipping, commerce, engineering;  level: e.g. technicians, craftsman, postgraduate, secondary school.

Who will the learners use the language with?

 native speakers or non-native;

 level of knowledge of receiver: e.g. expert, layman, student;

 relationship: e.g. colleague, teacher, customer, superior, subordinate. Where will the language be used?

 physical setting: e.g. office, lecture theatre, hotel, workshop, library;

 human context: e.g. alone, meetings, demonstrations, on the telephone;

 linguistic context: e.g. in own country, abroad. When will the language be used?

 concurrently with the ESP course or subsequently;

 frequently, seldom, in small amounts, in large chunks.

3.5.2. Conducting of interviews

The interviews were conducted with (a) four ESP teachers assigned to teach in the mentioned four study programs at UPI Bandung, (b) four mentioned study program managers, (c) one chosen engineering student drawn from the sample, (d) one professional engineer drawn from the sample. The interviews with each group of respondents had its own objectives. The results of the interview can be seen in chapter IV. Meanwhile the guideline and transcripts of the interviews can be seen in the appendixes.

(22)

Muhammad Aditya Gilang Ramadhan, 2015

The interview with the ESP teachers was conducted on the 16th, 22nd, 24th of June 2015. The objectives were to find information that was required to complete the framework of Target Situation Analysis as well as to triangulate information regarding Present Situation described by the students.

The interview with the four study program managers was conducted between 23rd and 29th of June 2015. The objectives were to identify: 1. The vision and mission of the ESP course, 2. The ESP teachers, 3. The facilities for the course, 4. The urgent English language needs of the students.

Meanwhile, the interview with one engineering student was conducted on the 23rd of June 2015. The interview with this student was projected to add extra information in interpreting the data obtained from questionnaire.

Finally, the interview with the alumni (professional engineer) was conducted on the 27th of June 2015. Similar with the objective of the interview held with one of engineering students, the interview with one of professional engineers was also targeted to provide additional information on the questionnaire results.

Figure 3.4.Hutchinson and Waters (1987) Model of PSA Who are the learners?

 Age/sex/nationality

 Subject knowledge

 English background

 Teaching style

 Interest

 Sociocultural background

 Attitudes to English

Why are the learners taking the course?

 Compulsory

 Concept of teaching

 Apparent need or not

 Academic or personal goals

 Promotion and attitude

How do the learners learn?

 Learning background

 Concept of teaching and learning

 Methodology

What resources are available?  Teachers’ competences  Teachers’ attitude to ESP

 Knowledge of and attitude to subject content

 Materials, aids

(23)

When and where the ESP course take place?  Pleasant, dull, noisy, cold, etc

 Time of day, everyday/once a week

 f/P-time, concurrent with need or pre-need

3.6. Data analysis

Data analysis is one of the most important steps in research (Leech and Onwuegbuzie, 2007, p. 562). The interviews of the present study followed the seven steps of interview investigations proposed by Kvale (1996, p. 88) consisting of thematizing, designing, interviewing, transcribing, analyzing, verifying, and reporting. From the closed questionnaire, the respondents’ personal information and suggestions for English courses were summed up. Afterwards, the sum was divided by the number of respondents and multiplied by 100 which gave the percentage (%) of each item. After being put into percentage, the results were displayed, described, and interpreted.

Meanwhile, data concerning English needs were in the scale from 1 (least important) to 5 (most important) as illustrated below in table 3.2. The results of the participants’ needs in English were summed up and then divided by the number of respondents to gain the mean (x). The mean (x) helped indicate the students’ needs in English where a higher mean (x) indicates higher needs whereas a lower mean (x) indicates lower needs. Data from questionnaire concerning the English needs were then displayed, described, and interpreted. The RensisLikert’s scale (as cited in Khaemkaw, 2009, p.28) employed in the present study is as follows:

Figure 3.5.RensisLikert’s scale

Scale Needs

5 Most Important

4 Important

3 Moderate

2 Slightly important

(24)

Muhammad Aditya Gilang Ramadhan, 2015 3.7. Validity

The present study employs triangulation by collaborating two data collection methods to triangulate results, p. interview and questionnaire. This is in line with Denzin (as cited in Flick, 2002, p. 226) and Oliver-Hoyo& Allen (2006) that triangulation involves the employment of multiple data collection methods. Furthermore, triangulation is important in improving the inflexibility of an analysis (Guba, 1985). Another validity test conducted in the present study is members check. According to Alwasilah (2012, p. 178), members check is conducted to avoid misinterpretation that a researcher makes. In addition, it helps establish the accuracy of the findings (Ivankova & Cresswell, 2009, p. 191).

Furthermore, to ensure the validity of the questionnaire, the researcher asked for feedback, critics, comments, and suggestions. According to Alwasilah (2009, p.176), feedback, critics, comments, and suggestions are required to identify threats towards validity. All the inputs gave contribution in designing the questionnaire for the research. The input for the present study was received from a senior lecturer of the English department at UPI who was the expert of EFL curriculum enterprise, ten engineering students and a number of doctorate researches.

3.8. Credibility

Similar with quantitative studies, in qualitative study, data validation is important as it justify the truth and honesty of a description, conclusion, explanation, and interpretation of a research report (Alwasilah, 2012, p.125). Assessing validity of the research can be constructed from its description, interpretation, theory, and generalization (Maxwell, 1996 as cited in Alwasilah, 2012). Even though validity and reliability is equally important in asserting the quality of the study, in qualitative paradigm these two concepts are better to be represented by credibility, Neutrality or Conformability, Consistency or Dependability and Applicability or transferability (Lincoln & Guba, 1985). Thus, to enhance each and every research quality assurance above this study employed:

(25)

a. Triangulation

Triangulation is a technique in collecting and analyzing the data which are derived from multiple data sources aiming to minimize bias on data presentation of the study (Alwasilah, 2012, p.130). In this study, the particular strategy was used to enhance the data credibility by collaborating multiple data sources from interviews and questionnaire. Therefore, rich data in data collection and analysis could be beneficial in assuring a high quality conclusion.

b. Iterative questioning.

Iterative question is among the credibility assurance techniques involving the use of probes to elicit detailed data in which the researcher returns to matters previously raised by an informant and extracts related data through rephrased questions (Shenton, 2004, p. 65). Further it is stated that through iterative questioning falsehoods can be detected and the researcher may decide to discard the suspected data (Shenton (2004). Thus, this study included redirecting the same question in different forms to check the contradiction that occurred in each and every interview session held with the respondents.

c. Member Checks, Feedbacks, and Audit

Member check plays very important role to minimize missed-interpretation of behaviors, answers, and perspectives of the respondents (Alwasillah, 2012, p. 132). While feedbacks and audit are useful to gain various point of views from debriefer as peer examination or review toward the study. In order to enhance data credibility, the researcher will review the findings to the respondents, the supervisor, and debriefer in order to get valuable feedbacks for the study (Alwasillah, 2012, p. 132). Thus, this study employed this technique to ensure that what the respondent had said in the interview session was the exact perspective he/she believed.

3.9. Transferability

Transferability reflects the responsibility of the investigator in ensuring that sufficient contextual information about the fieldwork sites is provided for the readers (Lincoln & Guba, 1985; Firestone, 1993; Shenton, 2004, p.65). Thus, as what has been pointed by Shenton (2004) this study provided detail information regarding:

(26)

Muhammad Aditya Gilang Ramadhan, 2015

a) The number of organizations taking part in the study and where they are based; b) Any restrictions in the type of people who contributed data;

c) The number of participants involved in the fieldwork; d) The data collection methods that were employed; e) The number and length of the data collection sessions; f) The time period over which the data was collected.

3.10. Dependability

Similar with the term reliability in quantitative research, dependability is projected to provide a “prototype model” to which other researcher then can follow (Shenton, 2004). Therefore, as suggested by Shenton (2004), this study also provided detail information regarding a) The research design and its implementation, describing what was planned and executed

on a strategic level;

b) The operational detail of data gathering, addressing the minutiae of what was done in the field;

c) Reflective appraisal of the project, evaluating the effectiveness of the process of inquiry undertaken.

3.11. Ethical considerations

Prior to the commencement of the study, permission to conduct the research was obtained from Indonesia University of Education and from respondents themselves. The voluntary nature of participation was made as explicit as possible to the target learners, professional engineers, ESP teachers and the study program managers through the process of informed consent. Moreover, during the interview, they were not required to answer any questions they found uncomfortable. The participants’ confidentiality was further assured through the use of pseudonyms and by removing any identifying information from the research report. Lastly, the video/tape recordings were only seen and heard by the researcher himself which was kept in a locked hard disk upon the completion of the study and will then be destroyed after a period of two years.

(27)

3.12. Conclusion

This chapter has discussed the methodology of the present study. The chapter covered the method of the study, the participants of the study, data collection, data analysis, and the validity strategies. The present study employed a triangulation design taken from the mixmethods paradigm to describe the English needs of non-education engineering students. The participants of the research consisting of respondents from Building, Architecture, Electrical and Mechanical engineering study program that included 120 engineering students, 60 professional engineers, 4 assigned ESP teachers and four study program managers. For data analysis, the results of questionnaire were analyzed based on a Likert’s scale, meanwhile; data from interview were analyzed interpretively. To ensure the validity of the questionnaire, the present study employed feedback. Meanwhile, to ensure the validity of the answers of the respondents of interview, the present study employed member’s check.

(28)

Muhammad Aditya Gilang Ramadhan, 2015

CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter firstly, presents broad conclusion of the study regarding the English needs of engineering community in UniversitasPendidikan Indonesia. Then, the next part provides implication and recommendation of the study. Finally, limitation and implication for further research are stated at the end of the chapter.

5.1. Conclusion of the Study

This Needs Analysis thesis is an attempt to describe the perceptions possessed by undergraduate non-educational engineering stakeholders; students, teachers, alumni and study program managers towards the English language needs of engineering community at Indonesia University of Education (UPI). The study focuses on the target practitioners; subject and language teachers, academic administrators, to minimize the discrepancy created by the absence of Needs Analysis which is identified to not only endanger the nature of the course but also form mischief regarding the language skills needed, appropriate teaching methods and suitable resources.

This study aimed to look at the research findings from multiple perspectives by triangulating both quantitative and qualitative findings in an attempt to answer the study research questions related to the present and target situation advised by Hutchinson and Waters (1987). In

relation to engineering community’s Present situation at UPI Bandung, the results demonstrate

that the present situation of the target community was complex. Firstly, the participant students demonstrated similarities and differences in attitudes, motivation and beliefs towards English language use. Secondly, they also demonstrated varieties of learning styles (most students appeared to be dependent-learners) and level of English language proficiency. Most of these students came with inadequate knowledge of the target language, a fact which was indicated by the students themselves and also expressed by the teachers and study program managers.

(29)

Furthermore the participant students have also called for a broad ESP course to be implemented on the target discipline. It was realized by the suggestion regarding the balanced-combination between General and Specific English in the classrooms. With such views, the students desire a flexible ESP syllabus, which provides practice in both the receptive and productive skills, but greater focus on speaking and reading in academic as well as speaking and listening in target career situation, preferably implemented by a bilingual teacher who promotes 50%-75% use of English. Besides the fact that the students expressed unsatisfactory towards the frequency of ESP course in the curriculum, the course still lacks of relevant materials, tasks and teaching methods.

The findings of this research question also offer a perspective from which to identify the

engineering students’ target situation. First of all, English is considered as an important tool of

communication in engineering community. It is also important to note that the importance of this language varied from one situation to another. Here, in academic encounter, English was perceived as the main tool of acquiring related-field knowledge through the activities of reading source books, whereas, in target career situation, it was manly dominated by the needs of communicating with foreign colleagues or customers. Even though the needs of English were very demanding, the use of it in Indonesian target career situation was identified to occur very rarely.

5.2. Implication and Recommendations

From the study findings, there are three main points that can be highlighted. Firstly, the discrepancy among respondents perspective and purposes identified in this study should be handled by translating students perceived needs into pedagogic term which then be combined with the description from other stakeholders. In other words, when designing the English language course, ESP teachers should consider learners needs and guidance from the resource groups as advised by many ESP theorists. This way, the outcomes of the course can be more satisfying.

(30)

Muhammad Aditya Gilang Ramadhan, 2015

Secondly, despite the low frequency of the use of English in Indonesian engineering context, it is suggested that English language should be used extensively in engineering contexts and considered as the main tool of communication to carry out a variety of different academic and target career activities. Thus, they should also match what the students learn with what they will face in their academic and professional domains. It can be achieved by placing the focus of language teaching on active group learning so that learners can be more easily exposed to target language use.

Lastly, looking at the teachers’ qualification and resources, the findings of this study are

strongly advised to be used as the first layer of foundation for any decision making related to the process of designing syllabus. Therefore, well-structured ESP courses can offer much more reliable outcomes and expectation.

5.3. Limitations and Suggestion for Further Research

The major limitation of this research is common to all fundamental researches which focus on firstly describing issues in the contextual situation. Thus, the further studies can complete the development by conducting Needs Analysis for every sub community of engineering as well as proposing the suggested syllabus, since it is known that every student is unique, and what is desirable or challenging to one person might not be the same to others. Furthermore, to understand and evaluate the use of English in the sciences, there is a need for

more focused investigation of each discipline’s language requirements as this study has only

investigated the general needs of four departments (non-education Building, Electrical, Architecture and Mechanical engineering). Thus the findings might not be generalized since the study is fundamentally concerned with one faculty. In relation to the limited information gathered from engineering students, it can be said that more evidence is needed to establish their wants, lacks and necessities. Finally the process of conducting the instruments employed in the study was also another limitation. The instruments of this study were restricted only to the use of questionnaire and interview. Therefore, it is expected that the future study can enrich the knowledge through classroom observation and the use of proficiency test which enable the more reliable data findings.

(31)

REFERENCES

Abidin, M., Pour-Muhammadi, M., Alzwari, H. (2012). EFL Students’ Attitudes Towards Learning English Language: The Case of Libyan Secondary School Students. Asian Social Science Vol. 8, No. 2. 119-134

Abuklaish, Abdelhafied. (2014). Investigating the language needs of undergraduate science students in Libya. University of Southhampton. Faculty of Humanities Modern Language. PhD thesis.

Afifah, Tiana. (2013). RSBI Dihapus, Tak Ada Alasan Kualitas Pendidikan Turun. Available at www.edukasi.kompas.com.

Alderson J.C. (1999). Exploding myths: Does the number of hours per week matter? Paper presented at the 9th IATEFL-Hungary Conference in Györ. [online] http://www.examsreform.hu/Media/konyvPart2/Chapter%2017.pdf [last accessed: 5.12.15]

Alderson, C. (1980). A process approach to reading at the University of Mexico. Project in Materials Design. ELT Documents Special, 134-63.

Alharby. (2005). ESP target situation analysis: The English language communicative needs as perceived by health professional in Riyadh area.

Ali, Holi.,Salih, A. (2013). Perceived Views of Language Teachers on the Use of Needs Analysis in ESP Materials Writing. English Language Teaching. Vol. 6, No. 3; 2013

Allwright, J., Allwright, R. (1977). An approach to the teaching of medical English. In S. Holden (ed.), English for specific purposes (PP 58-62). Oxford: Modern English Publications.

Alwasilah, A. Chaedar. (2012). Pokoknya kualitatif: dasar dasar merancang dan melakukan penelitian kualitatif. Bandung: Pustaka Jaya.

Anthony, L. (1997). Genre analysis and it applications for ESP materials. Paper presented at the MA TEFL Summer Seminar of the Birmingham University, Hiroshima, Japan.

Anthony, L. (2007). The teacher as student in ESP course design. Keynote address presented at the 2007 International Symposium on ESP & Its

Applications in Nursing and Medical English Education, Fooyin University, Kaohsiung, Taiwan. Retrieved from

http://www.antlab.sci.waseda.ac.jp/research/20071005_06_fooyin_keynot e/2007 005_06_fooyin_keynote_proc.pdf

Anthony, L. (2011). Products, Processes and Practitioners: a Critical Look at the Importance of Specificity in ESP. Taiwan International ESP Journal, Vol. 3 (2),1-18

Aramita, L., Halimi, S. (2015). Asean Economic Community 2015: Needs Analysis OfUniversitas Indonesia's Engineering Students. Indonesian Journal of Applied Linguistics, Vol. 5 (1), pp. 10 - 17

(32)

Muhammad Aditya Gilang Ramadhan, 2015

Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al. (2007).A review of the literature on second language learning. Retrieved from http://education.alberta.ca/media/349348/literature.pdf

Ary, D., Jacobs, L., Razavieh, A., Sorensen, C. (2009).Introduction to research in education.Cengage Learning.

Awan, Ahmed Sher, Dogar, AshiqHussain, Ghulmallah.,Khan, Tariq Mahmood. (2011). Needs Analysis of English for Occupational and Specific

Purposes. International Journal of Social Sciences and Education, Volume 1, Issue 4, pages 632-643.

Basturkmen, Helen. (2006). Ideas and options in English for specific purposes. New Jersey: Lawrence Erlbaum.

Basturkmen, Helen. (2010). Developing Course in English for Specific Purposes. New York: Palgrave Macmillan.

Belcher, D. (2006) ‘English for Specific Purposes: Teaching to Perceived Needs and

Imagined Futures in Worlds of Work, Study, and Everyday Life. TESOL Quarterly, 40(1): 133-156.

Benesch, Sarah. (1996). Needs Analysis and Curriculum Development in EAP: an Example of a Critical Approach. TESOL Quarterly, Volume 30, No. 4, pp. 723-738.

Berardo, S. (2006).The Use Of Authentic Materials In The Teaching Of Reading. The Reading matrix 6 (2), p. 60-69

Berwick, R. (1989), Needs Assessment iii Language Programming: from Theory to Practice. In R.K. Johnson (ed.), The second language curriculum, pp. 48-62. New York: Cambridge University Press.

Bhatia, V. K., (1993). Analyzing Genre: Language use in professional settings. London: Longman. Bhatia, V. K., (2004). Worlds of Written Discourse: A genre-based view. New York, NJ: Continuum.

Bhatia, V., Anthony, L.., Noguchi, J. (2011). ESP in the 21st century: ESP theory and application today. Proceedings of the JACET 50th Commemorative International Convention (JACET 50). Fukuoka, Japan: SeinanGakuin University, 143-150.

Blackie, D. J. S. (1979). Towards a Definition of ESP. ELT Journal, 34(4): 262-266.

Bojović, M. (2006).Teaching Foreign Language for Specific Purposes: Teacher Development. Association of Teacher Education in Europe.

Brindley G. (1989). The role of needs analysis in adult ESL program design. In R. K. Johnson (Ed.), The Second Language Curriculum. Cambridge:

Cambridge University Press.

Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle and Heinle.

Brown, J.D. (2009). Foreign and Second Language Needs Analysis. In M. H. Long & C. Doughty (Eds.), The Handbook of Language Teaching (pp. 269-293). Oxford: Blackwell.

Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. New York: Longman.

(33)

Brown, J. D. (2004). Research methods for applied linguistics: scope, characteristics and standards. In A. Davies and C. Elder, The handbook of applied linguistics (476-500). Oxford: Blackwell Publishing

Brumfit, C.J. (1978). Communicative Language Teaching: An Assessmeni. In Stevens, P. (eds.), In Honour of AS. Honby. Cambridge: Oxford University Press.

Cannon, R., Newble, D. (2000). A handbook for teachers in universities and

colleges.a guide to improving teaching methods (4th ed.). London: Kogan Page.

Carnoy, M, (1999). Globalization and educational reform: what planners need to know, the United Nations Educational, Scientific and Cultural Organization, Paris.

Chia, Hiu-Euen,. Johnson, Ruth,. Chia, Hui-Lung., Olive, Floyd. (1998). English for College Students in Taiwan: A Study of Perceptions of English Needs in a Medical Context. English for Specific Purposes, Volume 18 No.2, pages 107-119.

Chostelideu, Dora. (2010). A Needs Analysis Approach To ESP Syllabus Design In Greek Tertiaryeducation: Adescriptive Account Of Students’ Needs. Procedia Social and Behavioral Sciences, 2, pages 4507-4512.

Coffey, B. (1984). ESP - English for Specific Purposes. Language Teaching, 17(1). Cohen, Louis., Manion, Lawrence., Morrison, Keith.(2007). Research methods in

education. London: Routledge.

Cook, V. (2001). Using The First Language In The Classroom. The Canadian Modern Language Review, 57(3), 402-423http://dx.doi.org/10.3138/cmlr.57.3.402 Coolidge, L. F. (2000). A gentle introduction: Third edition. London: SAGE.

Cowling, J.D. (2007). Needs Analysis: Planning A Syllabus For A Seriesof Intensive Workplace Courses At A Leadingjapanese Company. English for Specific Purposes, volume 26, pages 426-442.

Creswell, J. (2009). Research design: qualitative, quantitative and mixed methods approaches (3ed.). California: SAGE Publications.

Creswell, W. John.(2012). Educational research: planning, conducting, and

evaluating quantitative and qualitative research. Fourth Edition. Boston: Pearson.

Crystal, D. (2003). English as a global language, (2nd Ed.). Cambridge: Cambridge University Press.

Cunningsworth, A. (1983). Needs Analysis - A Review of The State of The Art, System, II, 2. 149-154.

Dardjowidjojo, S. (2003). The Role of English in Indonesia: A Dilemma. K.E. Sukamto (Ed), RampaiBahasa, Pendidikan, dan Budaya: Kumpulan Esai Soenjono Dardjowidjojo, 41-50. Jakarta: Yayasan Obor Indonesia. DiCicco-Bloom, Barbara., Crabtree, Benjamin. (2006). The qualitative research

interview. Blackwell Publishing Ltd, 40, 314-321.

(34)

Muhammad Aditya Gilang Ramadhan, 2015

Donesch-Jezo, Ewa. (2012). Corpus-based teaching of research article abstract writing in L2 courses for university students. International

Multidisciplinary e – Journal. I (3). P. 1-10

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Dornyei, Z. (2007) Research methods in applied linguistics. Oxford: Oxford University Press.

Dudley-Evans, T., St John, J. (1998). Developments in ESP: a multi-disciplinary approach. Cambridge: Cambridge University Press.

Ellis, M., Johnson, C. (1994).Teaching business English. Oxford: Oxford University Press.

Esteban, A., Martos, C. (2002). A Case Study of Collaboration Among ESP Practitioner. RevistaAlicantina de Estudios Ingleses, 15: 7-21 Fairclough., N. (1995). Critical discourse analysis. London: Longman Fakeye, D. (2010). Students’ Personal Variables as Correlates of Academic

Achievement in English as a Second Language in Nigeria. Journal of Social Sciences, 22(3), 205-211.

Felder, R. M., Silverman, L.K. (1988). Learning And Teaching Styles In Engineering Education. Engr. Education, Vol. 78.

Firman, Harry.,Tola, Burhanuddin. (2008). The Future of Schooling in Indonesia. Journal of International Cooperation in Education, Volume 11 no. 1, pages 71-84.

Flick, Uwe. (2002). An introduction to qualitative research. London: SAGE Publications Ltd.

Flowerdew, J. (1990). English for Specific Purposes- A Selective Review of the Literature. ELT Journal, 44(4): 326-337.

Flowerdew, J. (2013). Needs analysis and curriculum development in ESP. In

Paltridge, B. and Starfield, S., The handbook of ESP (PP 325 – 346). John Wiley and Sons.

Flowerdew, John.,Peacock, Matthew.(2001). Research perspectives on english for academic purposes. Cambridge: Cambridge University Press. P. 8-24. Flowerdew, L (2000). Using A Genre-Based Framework To Teach Organisational

Structures In Academic Writing. ETL Journal, Vol. 54, 369-76. Fraenkel, J., Wallen, N. (2008). how to design and evaluate research in education.

New York: McGraw-Hill Companies, Inc.

Garcia, P. (2002). An ESP program for entry-level manufacturing workers. In T. Orr (Ed.), English for Specific Purposes (PP 161-174). Alexandria, VA: TESOL.

Gardner, R. C. (1960). Motivational Variables in Second-Language Acquisition. Unpublished dissertation, Graduate Studies and Research of McGill University Grasha, A. F. (1996). Teaching with style. San Bernadino: Alliance Publishers. Griffiths, C. (2004). Language learning strategies: theory and research. New Zealand:

(35)

Griva, E., Tsakiridou, H. (2006). Strategies Employed By Students Learning Foreign Language For Academic Purposes. English for Specific Purposes World, Vol. 5.

Guba, E. G., Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In Denzin, N. K. & Lincoln, Y. S., (Eds.) Handbook of Qualitative

Research. California: SAGE, 105-117.

Guba, E. G. (1981). ERIC/ECTJ Annual Review Paper: Criteria For Assessing The Trustworthiness Of Naturalistic Inquiries. Educational Communication and Technology: A Journal of Theory, Research, and Development, 29, 75–91.

Haines, S. (1995). Pair Work. Modern English Teacher, vol. 1, 55 - 58.

Harmer, J. (2007). The practice of english language teaching. Harlow: Pearson Education Limited.

Harmer, J.( 1991). The practice of English language teaching. Longman. Hart-Rawung, Pornpimon. (2008). A thesis: International English Language

Education in Thailand: English Language Program for Thai Engineers. Melbourne: RMIT University.

Herujiyanto, Antonius. (2013). First RSBI, next the international undergraduate programs?. Available at www.the jakartapost.com.

Hidayat, A. S. (2008). ASEAN economic community (AEC): Opportunities and challenges for Indonesia (ASEAN Economic Community (AEC): Peluang dan tantangan bagi Indonesia, translated by authors). Jurnal Ekonomidan Pembangunan, (16)2, pp. 1-3.

Higgins, J. J. (1966). Hard Facts. ELT Journal, 21 (1).

Hoepfl, C. M. (1997). Choosing qualitative research: A primer for technology education researchers (ed.). Journal of Technology Education, Vol.9 (1), 47 - 63.

Huda, N. (2000). Kedudukan dan fungsi bahasa asing (The Position and Function of Foreign Languages). In H. Alwidan D. Sugono, PolitikBahasa: Risalah Seminar PolitikBahasa (Language Politics: Procedings of the Seminar on Language Politics), 59-78. Jakarta: Pusat Bahasa dan Departemen

Pendidikan Nasional.

Hull, M. (2004). Changing the Paradigm for Medical English Language Teaching. A Paper presented at the International Symposium on English for Medical Purposes in Xi'an, China, (http://www.usingenglish.com/profiles/melodie-hull.html accessed 20 April 2015).

Hull, M. (2006). Whose Needs Are We Serving: How Is The Design Of Curriculum For English For Medical Purposes Decided?. A Paper presented at the International Symposium on English for Medical Purposes in Beijing, China, (http://www.usingenglish.com/articles/whose-needs-are-we-serving.html accessed 24 April 2015

Hunt, R. A. (2004). Reading and writing for real: Why it matters for learning. Atlantic Universities. Teaching Showcase, 55, 137-146.

(36)

Muhammad Aditya Gilang Ramadhan, 2015

Hutchinson, T., Waters, A. (1987). English for specific purposes: a learning centered approach. Cambridge: Cambridge University Press.

Hyland, K., (2004). Disciplinary discourses: social interactions in academic writing. London: Pearson Education Ltd

Hymes, D. (1972). On communicative competence. in Pride, J. B. & Holmes, J. (eds.) Sociolinguistics. Harmondsworth: Penguin Books, pp.269-293.

Ivankova, N. V., Creswell, J. W. (2009). Mixed Methods. In Heigham, J. & Croker, R., (Eds.) Qualitative research in applied linguistics: a practical

introduction. Basingstoke: Palgrave Macmillan, 135-161.

Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H.,Brown, J. D. (1999). Japanese Language Needs Analysis. Available

www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf.

Jenkins, J. (2003). World englishes: a resource book for students. Routledge English Language Introductions Series. London and New York: Routledge. Johnson, Keith. (2013). An introduction to foreign language learning and teaching.

New York: Routledge.

Jordan, R. R. (1997). English for Academic Purposes: A Guide Book for English teachers. Cambridge: Cambridge University.

Jordan, R.R. (2009). English for Academic Purposes: A Guide Book for English teachers. Cambridge: Cambridge University.

Kachru, B.B. (1992). The other tongue: english across cultures. (2nd ed). Urbana, IL. University of Illinois Press.

Kaewpet, Chamnong. (2009). A Framework for Investigating Learners Needs. Electronic Journal of Foreign Language Teaching,.6(2). P. 209–220. Kalberer U. (2007). Rate of L2 acquisition and the influence of instruction time on

achievement. Unpublished Master of Education, University of Manchester.

Kara, A. (2009). The Effect of a ‘Learning Theories’ Unit on Students’ Attitudes

towards Learning. Australian.

Kaur, S. (2007). ESP course design: Matching learner needs to aims. ESP World.1.14, Vol 6. Retrieved online:

http://www.espworld.info/Articles_14/DESIGNING%20ESP%20COURS ES.htm [last search date: 22 May, 2015]

Kaur, Sarjit, (2007). "Course Design: Matching Learner Needs to Aims."Citedin:http://www.esp world.info/articles-

14/DESIGNING%20ESP%20 COURSES.htm//.Pages (1-20). Kausar, Robina. (2009). A Thesis: Designing ESP syllabus for LLB students.

Islamabad: Allama Iqbal Open University.

Kennedy, C., Bolitho, R. (1984). English for specific purposes. London: McMillan. Khamkaew, Suthee. (2008). needs and problems in english listening and speaking

skills. Srinakharinwirot: Srinakharinwirot University.

Krahnke, Karl. (1987). approaches to syllabus design for language teaching. New Jersey: Prentice Hall.

(37)

Krall, T. (1989). Teacher development. English Teaching Forum. Journal of Teacher Education, 34(3), 100-113. [Online] Available:

http://ro.ecu.edu.au/ajte/vol34/iss3/5 (August 10, 2015)

Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.

Kumar, Ranjit. (1999). Research methodology: a step-by-step guide for beginners. London: SAGE Publications.

Kusni, Askar. (2011). Revitalizing EAP program in Indonesia context. Paper presented. 57th TEFLIN International conference.

Kvale, Steiner. (1996). Interviews: an introduction to qualitative research interviewing. Thousand Oaks California: Sage Publications.

Kyiv (2003). English for specific purposes in Ukraine: a baseline study. Minister of Education and Science of Ukraine.

Lakawa, A, R. (2007). Revisiting Motivation in ESP Mass Education: An action research study at Trisakti University in Jakarta, Indonesia. The University of Queensland: Brisbane. A dissertation submitted for the Degree of Doctor of Philosophy. School of Languages & Comparative Cultural Studies, Department of French, German, Russian, Spanish & Applied Linguistics.

Lauder, A. (2008). The Status And Function Of English In Indonesia: A Review Of Key Factors. Makara, Sosial Humaniora, 12 (1), p. 9-20

Leech, Nancy L., Onwuegbuzie, Anthony J. (2007). An Array of Qualitative Data Analysis Tools:A Call for Data Analysis Triangulation. The American Psychological Association, Volume 22, No. 4, pages 557-584.

Lehmann, C. (2006). Motivation in language: Attempt at systematization. Retrieved from

http://www.uni-erfurt.de/sprachwissenschaft/personal/lehmann/CLPubl/

Lewis, M., Hill, J. (1993).Course book for teaching EFL.Oxford: Heinemann. Lightbown, P., Spada, N. (1993). How languages are learned.Oxford: Oxford

University Press

Long, M. (2005). Overview: A rationale for needs analysis and needs analysis research. In M.H. Long (ed.), Second language needs analysis (PP 1 – 16). Cambridge: Cambridge University Press.

Long, M., Crookes, G. (1992). Three Approaches To Task-Based Syllabus Design. TESOL Quarterly, Vol. 26 (1), 27-55.

Long, M. H., Crookes, G. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly, 26(1): 27-56.

Mackay, R., Mountford, J., (Eds.) (1978). English for specific purposes. London: Longman.

Mackay, R., Palmer, D. (1981). Language for specific purposes: program design and evaluation. Roweley, Massachusetts: Newbury House.

Mackay, R. (1978). Identifying the nature of learners’ needs. in Mackay, R.

&Mountford, A. (eds.) English for specific purposes. London: Longman. Mackey, A., Gass, S. M. (2005). second language research: methodology and design.

(38)

Muhammad Aditya Gilang Ramadhan, 2015

Marwan, Adi.(2009). ESP Teaching Challenges in an Indonesian Vocational Higher Institution. The English teacher Vol. XXXVIII: 1-12

Master, P. (2007). ESP: Specifically, for What?’ The Teacher, 1(45): 8-11. McGrath, I. (2002). Materials evaluation and design for language teaching.

Edinburgh: Edinburgh University Press.

Mehrdad, A. (2012). A subjective needs assessment of EGP students.Social and Behavioral Sciences. 31,546 – 554.

Mehrdad, Ali Gholami. (2010). A Subjective Needs Assessment of EGP Students at Islamic Azad University of Hamedan. The Journal of Applied Linguistics, Volume 3, Issue 1.

Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

Malik, R., Hamied, F. (2014). Philosophical foundation of research paradigms. UPI Press.

Munby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University Press.

Munoz, C. (2010). On How Age Affects Foreign Language Learning. Advances in Research on Language Acquisition and Teaching, 39-49. Retrieved from

http://www.enl.auth.gr/gala/14th/Papers/Invited%20Speakers/Munoz.pdf

Murphy E. (2001). The relationship of starting time and cumulative time to second language acquisition and proficiency. The morning watch: Educational and social analysis. Journal of the Faculty of Education, Memorial University of Newfoundland 28 (3-4) [online]

http://www.mun.ca/educ/faculty/mwatch/win21/murphy.htm [last accessed: 5.12.15]

Murphy, S. (2003). Second language transfer during third language acquisition. Working Papers in TESOL & Applied Linguistics 3: 2, pp. 1–21. Nation, Paul.,Macalister, John.(2010). Language curriculum design. New York and

London: Routledge.

Nawaz, Muhammad. (2010). Developing an ESP Course for Applied Science Students in Pakistan. Language in India, volume 10, 2010.

Nelson (2000). A corpus-based study of the lexis of business English and business English teaching materials. PhD Thesis, University of Manchester, England.Available at http://users.utu.fi/micnel/thesis.html.[Accessed August, 2015].

Norman, D., Levinh.,Hedenquist, J. (1986). Communicative ideas, Language Teaching Publication

Nunan, David. (1988). The learner-centered curriculum: a study in second language teaching. Cambridge: Cambridge University Press.

Nunan, David. (1989). Syllabus design. Oxford: Oxford University Press. Nunan, David. (2004). Task-based language teaching. Cambridge: Cambridge

University Press.

Nwogu, K. N., (1990). Discourse variation in medical texts: schema, rhymes and cohesion in professional and journalistic accounts. Monographs in Systemic Linguistics, II. Nottingham: University of Nottingham.