CHAPTER I

INTRODUCTION

A. Background

Needs analysis is actually an absolute thing for learning. The benefits obtained from the
needs analysis itself are very many. In ESP need analysis courses, it is very necessary because
one is a learner have specific needs. Therefore every learner, or a study groups will have
different needs with one or another group. This year's learning needs differ from the needs of
learners from majors the same but 3 years ago, as well as 2 years later. Apart from necessity
different learners, the needs of the institutions that shelter them are also different. This making
ESP in higher education different so that the need analysis is verycharacterize the teaching
materials used by the ESP program.

The second advantage is the 'make-up' advantage (Garinger, 2002). This matter that is to
say the advantages of impressions or impressions for ESP learners themselves. That with the
existence of need analysis that underlies the making of material or textbooks ESP, learning will
be taken seriously. This is very important for boost learners' motivation because most ESPs are
not considered courses serious for the learner (Alwasilah, 2000).

B. Research Question

1. What is ESP need analysis?

2. What is Target need in ESP?

3. What is Target situation?

3. What is learning & learner’s analysis?

C. Purposes

To answer the problems contained inside research question

 CHAPTER II

DISCUSSION

A. NEED ANALYSIS

Needs analysis is done to answer accuracy and suitability program with learners, with
curriculum and situations in which Language English (will) be used ... Problems will be revealed
here inhibitor of learner learning success, learner characteristics, what situations and how
English is used. Hall and Crabbe (1994) stated several information revealed from this needs
analysis is like the local conditions where this program will be implemented such as class layout,
availability of hearing aids such as tapes, tape, salons, mike, etc., and large classes for the
program, readiness available officers, time of program implementation and whether or not there
are external assessments for the feasibility, travel of the program.

B. TARGET NEEDS

The target requirement is a general term, which in practice hides a number of important
differences. The target of this need is to see the term target situation from Necessities, Lacks, and
Wants:

a) Necessities

We can interpret ‘necessities’ as a type of need that is determined by the demands of the
target situation, namely what the learner must know in order to function effectively according to
the target. For example: a businessman, according to the target needs of his situation, he must
understand business letters, to be able to communicate effectively during sales conferences, and
to obtain information needs from sales catalogs, etc. He also must understand about linguistic-
discorsal, functional, structural, lexical features - which are commonly used in these situations.

b) Lacks

This analysis of student shortages is done to find out the types of needs needed by
students
c) Wants

So far, we have only fulfilled student needs only from their objective needs, where
students have a passive role. In fact, students have a view as to what needs they need. As
Richterich (1984 p.29) says that this need is not in one's independence. That need is a description
of their needs based on data relating to themselves and their environment.

C. TARGET SITUATION

The target analysis of this situation is needed for the material of submitting questions
about the target situation and attitudes towards the situation of all participants in the learning
process.

Target Situation Analysis Framework:

Why is English needed?

- To learn

- To work

- For training

How will English be used?

- Medium: talking, writing, reading, etc.

- Channels: telephone, face to face, etc.

What domains will be discussed?

- Subjects: medicine, biology, architecture, mechanical engineering, etc.

- Levels: Bachelor, Middle School, technical experts, etc.

Who will students use in language?

- Native or non-native speaker;

- Level of knowledge of receivers: experts, lay people, students;

Where will the language be used?

- Physical setting: office, hotel, workshop, library, lecturer building;

- Human Context: meetings, demonstrations, telephone;

When will the language be used?

- Along with ESP learning or later.

- Often, rarely, on a small scale, on a large scale

D. LEARNING NEEDS

By analyzing what people do will tell us a little what they are learning. For this reason,
ESP does not only focus on what must be known or done, but focuses on what must be learned in
language learning.

To find out the lessons needed by students we must first know the learning situation, the learning
situation is the need for a task that is fun, satisfying, managed, generative, etc.

E. ANALYSING LEARNING NEEDS

To analyze student learning needs we can make the skeleton first.

Learning Needs Analysis Framework:

Why do students take subjects?

- Obligations or choices;

- Status, finance, involvement in promotions, etc.

How do students learn?

- From the background of the lesson;

- From the concept of teaching and learning, etc.

What resources are available?

- Number of abilities and professional teachers;

- Teacher's attitude towards ESP, etc.

Who is the student?

- Age, gender, nationality;

- What do they know about English, etc.

Where will ESP take place?

- Place is pleasant, flat, noisy, cold, etc.

When will ESP take place?

- Every day / once a week;

- Full time / part time, etc.