NEED ANALYSIS in ENGLISH for SPECIFIC PURPOSES
Oleh:
Delvi Yanti (10040336)
*)Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
A. INTRODUCTION
Before we start to explain about
need analysis in ESP, we must know
about ESP itself. So, ESP is teaching
language based on the students need.
Actually, central of ESP is the students
itself. The meaning is teaching language
with specific, not general. Usually,
these ESP occur in SMK. As we know,
teaching English in ESP is different
with teaching English in SMA.
At the English in ESP, the teacher
must give the lesson that relate with
subject from their students. For
example, the teacher teaches in
accounting class. So, the teacher should
be choosing the material that related
with accounting itself. This is useful to
make relationship between the material
and the students subject.
Besides that, ESP has three
types of ESP. According to David
Carter, (1983) says that types of ESP
are: the first one is English as a
restricted language. The second one is
English for academic and occupational
purposes. And the last one is English
with specific topics.
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So, we can make conclusion that
these ESP is teaching language that
focuses on the students. Here, the
teacher must analyze their students
before they begin learning process in
ESP. This is useful to know what the
students need.
B. DISSCUSSION
Definition of Need Analysis
Need analysis is an independent
overlapping activity. The meaning is not
depending on the others. This activity is
always done by the teacher until all of
data collected. This case will get easy
for teacher to analyze their students.
Besides that, the teacher will know
about the students need.
According to Johns, (1991) says
that need analysis is the first steps in
course design and it provides validity
and relevancy for all subsequent course
design activities. Its mean that analysis
is the first activity that must do by the
teacher before they begin learning
process. The teacher must analysis the
students need, material that will give for
students , the teacher also choose the
topic that relevant with the target
learners. All of them must relate with
the syllabus and curriculum also.
If the syllabus or curriculum not
related with the target learners, the
teacher can design the syllabus and
curriculum independently. The teacher
must do analyze their students need,
like: observation, question answer, and
interview for their students. It is make
the teacher know about their students
need in learning process. So, the teacher
can choose the material that relevant
with the target learners itself.
According to Hutchinson and
Waters, (1992) defines that need
analysis is on the basis of necessities
and wants in order to classify between
what the learners have to know and
what the learners feel they need to
know. The meaning is doing analyze
that involved feels, and the learners
want to know. Here, the teacher has
ability to analyze about what the
students want to know and what the
students feel to know about the lesson
that will give by the teacher. So, the
teacher should be ability to give the
students need based on their purpose to
learn about English in ESP, especially
on vocational school.
According to Iwai et al, (1999)
describe that need analysis is the
activities that are involved in collecting
information that will serve as the basis
for developing a curriculum that will
meet the needs of a particular group of
students. It means that, doing analysis to
collect the information from their
students. For example: the reason their
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students to learn about English in ESP.
Besides that, the teacher must know
about for whom the students will do
interaction in ESP itself. This is useful
to make students can do interaction with
the others person that relate with the
situation from language target. Here, the
students will ability to take words
depends on target and situation from
target language.
Not only that, the teacher must
identify their students in order to the
teacher can choose the best material for
their students. So, if the all of
information from their students has
been clearly. The teacher will get easy
to give the material based on data that
the teacher found. This is can make
learning process become running well.
As we know, there are two parts
of need analysis in ESP. The first one is
to search information from students. In
this part, the teacher analyzes all of
information that target needed with
collect informations from their
students. The information can get from
interview their students, do observation,
and give question from their students.
So, the students will know about what
will they received while learning
process.
The second one is collecting
data. There are:
1. Students or learners
2. Teacher
3. Material
4. Assessment
5. Evaluation
6. Strategy
 7. Learning process
All of data must be collect by the
teacher before the teacher start the
lesson. If all of data has been collected,
learning process will be successfully,
especially for the target language. The
result is target and material can be
relevant with the syllabus and
curriculum.
Types of need analysis
In need analysis, we can found
several types. Here, I want to mention
one by one in order to know about all of
the types in need analysis itself. There
are:
a. Target situation analysis
b. Present situation analysis
c. Discourse analysis
d. Pedagogic need analysis
e. Learning analysis
f. Means analysis
g. Genre analysis
h. Deficiency analysis
i. Register analysis
All of these types must be comprehend
about the teacher in ESP. The teacher
must be mastered about these several
types. The teacher should be do analysis
about them.
Among them, usually the
teacher focuses on Target Situation
Analysis (TSA) and Present Situation
Analysis (PSA). Target Situation
Analysis is the students become center
from teaching language in ESP.
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C. CONCLUSION
Need analysis is an approach
that will do by the teacher to collect
data from their students in learning
process. The teacher makes analysis to
know about the information from their
students. This is useful to know about
the students need.
Besides that, the teacher will
analyze about their students, material,
assessment, and evaluation. All of them
should be analyze by the teacher in
order to get the best result in teaching
language in English for Specific
Purposes.
Analysis has the important roles
to be success for learners, for example:
the students which take the accounting
subject in their school, they will learn
about that relationship with the
accounting itself. Because of that, the
teacher must do analysis first before the
teacher teach in the classroom.
D. REFERENCES
Hutchinson, T., and Waters, A. (1987).
English for Specific Purposes: A
learning-centered approach.
Cambridge: Cambridge
University Press.
Iwai,T., Kondo , K,., Limm, S. J. D. ,
Ray , E. G. Shimizu , H. , and
Brown, J. D . (1999). Japanese
language analysis. Available at:
http://www.nflrc.hawaii.edu./Net
works/NW13/NW13.pdf
Johns, A. (1991). English for Specific
Purposes: Its history and
contribution. In Celce-Murcia, M.
(Ed). Teaching English as a
second or foreign language
(pp.67-77). Boston, MA: Heinle&
Heinle.