NEEDS ANALYSIS MATERIAL ON BUSINESS STUDENTS

SITTI NURJANNAH, S. Pd., M. Pd.

NIDN. 0916088801

ISLAMIC UNIVERSITY OF MAKASSAR

January, 2018

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 HALAMAN PENGESAHAN

Judul Penelitian : NEED ANALYSIS MATERIAL ON BUSINESS

STUDENTS

Nama Rumpun Ilmu : Pendidikan Bahasa (dan Sastra) Inggris

Peneliti
a. Nama Lengkap
b. NIDN
c. Jabatan Fungsional
d. Program Studi
e. Nomor HP /surel
makassar.ac.id
f. Perguruan Tinggi
: Sitti Nurjannah, S.Pd., M.Pd
: 0916088801
: Asisten Ahli
: Pendidikan Bahasa Inggris
: 085213355808/sittinurjannah.dty@uim-
: Universitas Islam Makassar

Kota Makassar, 06-01-2018

Mengetahui,
Dekan Peneliti

(Dr. H. M. Arfah Shiddiq, M.A.) (Sitti Nurjannah, S.Pd., M.Pd)

NIP/NIK 195102051978011001 NIDN. 0916088801

Menyetujui,
Ketua LPPM

(Dr. Ir. Musdalipa Mahmud, M.Si.)

NIP. 19630626 199203 2 001

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 ABSTRACT

Needs analysis is administered to know the students’ needs in English especially

for certain majority in university. In this research, there are two informations that
were obtained, they are the students’ needs and the materials suit to the business
students. The data were collected through the distribution of the questionnaires,
data analysis, and interview. There are three points of needs this needs analysis,
Necessities: considered to be what the learner has to know in order to function
effectively in the target situation Lacks : gaps between what the learner knows
and necessities. Wants: described as what learners think they need, that is,
learners‟ views about the reasons why they need language, Most of the students
also considered that English is very important whether for studying at college.
The students feels that, 16 meeting for each course is enough for improving their
ability in English. At last, there are several recommended materials list for
businesses students in Makassar Islamic University.

Key Words: Needs analysis, businesses students, recommended materials.

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 CHAPTER I
INTRODUCTION

This chapter deals with background, problem statement. objective of the

research, significance of the research, and scope of the research.

A. Background

Needs analysis has existed in the world of language education for two or
three decades. During this time, a huge amount of literature has explained what
needs analysis is and how it has been worked out through the years. Needs
analysis, as a term related to language teaching, first appeared in the 1920s.
Four models of needs analysis are gaining much recognition by researchers.
The four models are Munby’s Target Situation Analysis (1978); Allwright’s
Present Situation Analysis (1982); Hutchinson & Waters’ model (1987) and
Dudley-Evans & St. John’s Model (1998). Hutchinson & Waters’ model (1987)
differentiate target needs and learning needs. Target needs cover the learners’
necessities, lacks and want in the target situation. In their model, learners’ needs,
which embody the subject positionof learners, were highlighted.
This research which is entitled “Needs Analysis Material on Business
Students” tries to analyze the target needs and learning needs of the Business
Students and Graduates based on Hutchinson & Waters’ Model (1987) of needs
analysis.

B. Problem Statement

One of some factors that affect the students' weaknesses in mastering English
is teaching material. The business students have learned English language but they
have not got teaching material based on their needs that make them weak in
mastering English. Based on it, the researcher formulates the research questions as
follows:

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 1. What English teaching materials that suit the needs of business students?
2. Do the English teaching materials given at business faculty fulfill the
businessman’s needs at work?

C. Objective of the Research

In accordance with the research question in the problem statement above, this
research has the following objectives:
1. To find out the English teaching materials that suits the needs of business
students.
2. To find out whether the English teaching materials given at business
faculty fulfill the businessman’s needs at work.

D. Significance of the Research

The findings of this research are expected to give contribution to a variety of

different users. The users are:
1. Curriculum designers of business subjects, particularly in business English
curriculum, who may wish to use the icformation wo evaluate the adequacy of
existing syllabus, curriculum and materials:
2. Business English instructors or teachers, who will teach the English materials,
3. Leaners, who will be taught the English materials.

E. Scope of the Research

This study concerns with applied linguistics which is focused on the needs of
English teaching materials on business students. The business students here refer
to graduates and students who are still studying (students of institution). The
business students will be asked about their needs of English teaching materials in
business by using questionnaire and interview.

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 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter will discuss briefly about the development of ESP,

characteristics of ESP, types of ESP and needs analysis. Lastly, the conceptual
framework of the study is discussed.

A. The Development of ESP Course

Hutchinson and Waters (1987) have provided a five stage synopsis of the
development of ESP. It comes out clearly that each of these stages has one area of
activity that appears to be fundamental. The stages are the concept of special
language: register analysis, rhetorical or discourse analysis, target situation
analysis, skills and strategies and learning- centred approach.
The fact that English is used for a specific purpose does not imply that it is a
special form of the language, different in kind to other forms. Though there are
some features that can be identified as „typical‟ of a particular context of use and
which, therefore, the learner is more likely to meet in the target situation. But
these differences should not be allowed to obscure the far larger area of common
ground that underlies all English use, and indeed, all language use. They further
argue that in terms of teaching, information gained from the target situation is of
secondary importance to the general development of competence in the learner.
From this approach, one can conclude that Hutchinson and Waters were
advocating for a course design that is a negotiated process between students and
teachers and, therefore, a dynamic process where students are constantly
consulted on the content and structure of the course: an approach with the avowed
aim of maximizing the potential of the language situation.

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 B. Characteristics of ESP

Hutchinson and Waters (1987, p.19) theorize that, “ESP is an approach to

language teaching in which all decisions as to content and method are based on
the learners ‟reasons for learning”. Anthony (1997) notes that, it is not clear
where ESP courses end and general English begin: numerous non specialist ESL
instructors use an ESP approach in that their syllabi are based on an analysis of
learner needs and their own personal specialist knowledge of using English for
real communication. Strevens (1988) observed that in order to define ESP, there is
need to distinguish between four absolute and two variable characteristics.
Absolute characteristics of ESP according to Strevens (1988), consist of English
language teaching which is:
1. designed to meet specific needs of the learner;
2. related in content (that is, in its themes and topics) to particular disciplines,
occupations and activities;
3. centred on the language appropriate to those activities in syntax, lexis,
discourse, semantics and analysis of this discourse;
4. in contrast with general English.

C. Features of ESP Courses

There are features that distinguish ESP courses from the other courses and
these help an ESP practitioner to judge whether a course is tailored to meet
learners‟ specific needs or it is just a duplication of a general English course.
They include the following:
1. Authentic materials: use actual text from the discipline or occupation in
modified or unmodified form (books, forms, charts, graphs etc)
2. Purpose related orientation: simulating real tasks required of the target
setting such as reading of papers written by others, practise note-taking etc.
3. Self-direction: learners must have a certain amount of freedom to decide
what to study and how they will approach the topic.

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 D. Types of ESP

There have been a number of attempts to draw up a classification for the

different branches of ESP. Consequently, Strevens (1977) identifies two main
types of ESP:
1. English for Academic Purposes
2. English for Occupational Purposes.

E. Needs Analysis

According to West (1994), needs analysis was generally very informal until
1970s and little research was done as language teachers based their teaching on
some kind of intuitive or informal analysis of students‟ needs. He was the first to
introduce needs analysis in his work. After that, many scholars came forward and
realised the importance of needs analysis.
Richards, Platt J. and Platt H. (1992, pp. 242-243) stated that needs analysis is
the process of determining the needs for which a learner or group of learners
require(s) a language and arranging the needs according to priorities. On the other
hand, Nunan (1988 p.13) focused more on the information gathering process; he
states that “techniques or procedures for collecting information to be used in
syllabus design are referred to as needs analysis.”

F. Conceptual Framework

This research focused on analyzing and determining the needs analysis of

business student, in which the researcher use Hutchinson & Waters’ Methodology
to find out what the learners need to do in order to learn. The conceptual frame of
this research is shown in Figure below:

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 Figure 1: Categories of Needs

Students’ Lack in English

Determining Needs

Necessity Lacks Wants

The Students’ Learning

Needs

CHAPTER
Material III
Suggestion

 Necessities: considered to be what the learner has to know in order to

function effectively in the target situation
 Lacks : gaps between what the learner knows and necessities
 Wants: described as what learners think they need, that is, learners‟ views
about the reasons why they need language.

Hutchinson and Waters (1987) definition of wants (perceived or subjective

needs of learners) corresponds to learning needs which consist of several
questions, each divided into more detailed questions. The framework is as
follows:
1. Why are the learners taking the course?
2. How do the learners learn?
3. What sources are available?
4. Who are the learners?

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 CHAPTER III
RESEARCH METHODOLOGY

This chapter deals with research design, subject of the research, research
instrument, procedure of data collection and technique of data analysis.

A. Research Design

This study employed a descriptive research. According to Gay, et al. (2006),

this type of design relates the collection, analysis and interpretation of
comprehensive, narrative and visual data in order to gain insights into a particular
phenomenon of interest. It is also referred to as survey research, determines and
describes the way things are. Through the design, the researcher analyzed,
described, and interpreted quantitative and qualitative data.

B. Subject of the Research

The researcher applied some techniques in selecting sample. First, the

researcher applied purposive sampling because the subject was believed to be
representative. The subjects of this research were the students of Social and
Political Science Faculty in Islamic University of Makassar.
Second, the researcher applied stratified random sampling because the
subject was divided into separate levels and randomly sample from the separate
level. The subjects were taken from two groups. The first group was the 1st
semester (freshman) of business students and the other was the 5th semester
(junior) of business students. The researcher took 10 students from freshman and
10 students from junior students.

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 C. Instrument of the Research

In obtaining the data of this research, the researcher used only one kind of
instrument; that is questionnaire. The questionnaire was given to the business
students who are still studying at the college, they are freshman and junior
students (see appendix 1). This questionnaire was used to identify the students’
needs in business English teaching material.

D. Procedure of Data Collection

The procedure of data collection of this research were described as follows:

1. The researcher gave brief explanation about how to answer the
questionnaire.
2. The researcher gave opportunity to the students and graduates to
fill the distributed questionnaire.
3. The researcher controlled the process of activity.
4. The researcher collected the questionnaire that had been complete.
The researcher used questionnaire above for collecting the data to obtain the
data needed.

E. Technique of Data Analysis

The data obtained from the respondents’ questionnaire was analyzed by

looking for the frequency and percentage of each number in the questionnaire.

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 CHAPTER IV
FINDINGS AND DISCUSSION

This chapter deals with the research findings and discussion. The result of
data analysis and further explanation dealing with the study are presented in this
chapter.

A. Findings

The findings of this research is about the students’ need on nursing English
teaching materials.

1. Students’ Need on Business English Teaching Material

Based on the questionnaire that had been given to students, the students
were asked about the existence and importance of English. All of the students
(100%) answer that English is existed on their study. Most of the students also
considered that English is very important whether for studying at college
(75%), for business study (90%), and for future carrier/job (80%) (see tables 1,
𝟐, 3, and 4). Because of the importance of English, most of the students (70%)
felt that 16 meetings in one semester to learn English language are enough.
They realized that they need about two hours (85%) in one meeting to learn
English (see table 5 and 6).
Related to the English teaching materials, most of the students (70%)
thought that they need general English more than business English or other as
the teaching material. For methodology in learning English, also, most of the
students (65%) preferred demonstration practice, while the rest like lecturing
(25%), discussion (5%), and other methodology of teaching English language
(5%) (see table 7 and 8).
Students were asked to rank English skills (listening, speaking, reading,
and writing) and English components (pronunciation, translation vocabulary,
and grammar) according to the importance in their collage. So far, the data

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 analyzing revealed that some students believed, speaking is the most
important skill, in contrast grammar is the most unimportant one in business
education (see table 9).
Students were also asked to rank English skills (listening, speaking,
reading, and writing) and English components (pronunciation, translation
vocabulary, and grammar) according to the difficult in their collage. So far,
the data analyzing revealed that some students believed, grammar is the most
difficult skill, in contrast vocabulary is the easiest one in business education
(see table 10).
Some of the students (60%) wanted to continue to the higher education
after graduating from college and the rest (40%) wanted to find a job. Some of
them wanted to work at company (65%), at bank (25%) and the others wanted
to work at foreign company (10%) (see tables 12 and 13).
There are some English skills that most students do not have but need, for
instance the ability to listen and understand English program in radio or
television, spoken English/discuss about business matters, conversational
English social contact/ speak with friend, lecturer or foreigner, the ability to
present classroom oral presentation, and make a paper or journal in English
(see table 15).

B. Discussion

Based on the research question, the students realize that English is very
important to their academic life, as Hutchinson and Waters (1987, p.19) theorize
that, “ESP is an approach to language teaching in which all decisions as to content
and method are based on the learners “ reasons for learning”.
The students need general English and business English as the teaching
materials because later at the work place, the businessman will not only
communicate in everyday life, but they will also talk in meeting with another
educated people. As Swales (1990) noted that English is used for finding or
keeping a job, or more generally any activity that is related to work.

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 The students need speaking skill more in learning English than the other
skills. So that is why, they need practical demonstration as the methodology in
learning English. The findings of this part are in arrangement with these facts that
the result of need analysis shows that one of the requirements to get job in
international market is the ability to communicate orally in English.
There are some skills that the students do not have but need. They do not get
it from college because it do not in the syllabus, so in teaching materials, the
lecturer does not teach what the students need, only based on syllabus. Ritcheritch
and Chancerell (1987) argue that the aim of needs analysis is not only to identify
elements which will lend themselves to training but to establish relative
importance, to find out what is indispensable, necessary or merely desirable.
Because the students do not get some skills and materials needed at the
college, they are weak in mastering English language and difficult to get a job in
abroad. Even, if they have get the job in abroad, they will difficult to
communicate well because they do not get it at college. TomHutchinson and Alan
Waters (1987) quoted by Nursyam (2011) stated that the language learning will
reach the point whenever the learners get their needs.
Therefore, students have to get English teaching materials based on their
needs whether at college or especially at work place, because in the end they must
be apply their knowledge that they gain in the college into the work place in the
future. It means both lecturers and students of business English need a better
teaching material.

C. Recommended Materials

After analyzing the need of the students on business English teaching

materials, the researcher formulates recommended materials which are designed
based in the need and Business English Syllabus.

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Recommended English Teaching Materials:
General Terms
1. Topic : Introduction
Describing your role and responsibilities
2. Topic : Meeting
Chairing, setting the agenda, controlling the conversation
3. Topic : Business Correspondence
Emails– register, style, standard phrasing
4. Topic : Telephoning
Finance specific scenarios
5. Topic : Making Presentation
Introducing a topic effectively
Business Terms
1. Topic : Process Management
Quality assurance, continuous improvement
2. Topic : Negotiating
Negotiating with customers
3. Topic : Reports
Writing reports – style, register, conventions
4. Topic : Social English
Business conventions

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 CHAPTER V
CONCLUSION AND SUGGESTION

This chapter deals with conclusion of this research and suggestion for some
people related to this research.

A. Conclusion

The students realize that English is very important for their business study at
college, for their business study, and for their future carrier/job. Because of the
importance, they felt that 16 meetings in one semester to learn English language
are enough. Students want to fulfill these meetings with learning general English
(Introduction, Meeting, Business Correspondence, Telephoning, and Making
Presentation) and Business English (Process Management, Negotiating, Reports,
and Social English), and demonstration practice is chosen to be the best
methodology.After graduating their study, some of the students wanted to
continue to the higher education and some of them wanted to find a job. For
students who will find a job especially for those who want to find a job in abroad
after graduate, of course they have to increase their speaking skill at college when
studying business English.

B. Suggestion

There are some suggestion addressed to people who concern with this
research topic, they are:
1. Curriculum designers of business subjects, particularly in business
English curriculum, who should know and use the information of
business students, should evaluate the adequacy of existing syllabus,
curriculum and materials, and make a new syllabus based on the students’
need.

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2. Business English instructors or teachers need to recognize the necessity to
make the learner to be aware of the potential relevance and utility of the
language and skills they are learning.
3. Textbook writer should write textbook based on students’ need.

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APPENDICES

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