RESEARCH REPORT

NEED ANALYSIS OF ENGLISH OF THE THIRD SEMESTER

STUDENTS OF ACCOUNTING DEPARTMENT OF FEB UMI
MAKASSAR

BY:

ADE AMEILYA MUH. IDRIS

064 2018 0074

Submitted to the Academy of Foreign Language Muslim University of Indonesia

in Partial Fulfillment of the Requirements for the degree of
Ahli Madya (A.Md) in English

ENGLISH STUDY PROGRAM OF

FOREIGN LANGUAGE ACADEMY UMI
MAKASSAR
2022
 ORIGINALITY STATEMENT SHEET

This Scientific Paper is the result of my own work,

and I have stated correctly all sources,
both cited and referred.

Name : Ade Ameilya Muh. Idris

NIM : 06420180074
Signature :
Date : 4 September 2022

ii
 APPROVAL SHEET

Tittle : Need Analysis of English of the Third Semester

Students of Accounting Department of FEB
UMI Makassar
Name : ADE AMEILYA MUH. IDRIS

Student Reg No. : 064 2018 0074

Study Program : English / Foreign Language Academy

Approved by:

Supervisor 1 Supervisor 2

Burhanuddin, S.S., M.Pd Dra. Hj. Andi Hudriati, M.Hum

Director Head of Study Program

Dr. Rusdiah,M.Hum. Dr. Muhammad Yunus, S.S.,M.Pd

iii
 CERIFICATION BOARD OF EXAMINERS

Tittle : Need Analysis of English of the Third Semester

Students of Accounting Department of FEB UMI
Makassar

NName : Ade Ameilya Muh. Idris

Student Reg No. : 064 2018 0074

Study Progrram : English / Foreign Language Academy

The Basic Setting of Teaster : 0210/H.20/ABA–UMI/IV/2021

Program Level : D3

Validated By:

Panel of Examiners

Supervisor 1 : Burhanuddin, S.S., M.Pd (…..………..)

Supervisor 2 : Dra. Hj. Andi Hudriati, M.Hum (…..………..)

Examiner 1 : Dr. Muhammad Yunus, S.S.,M.Pd (……...…….)

Examiner 2 : Rosmiaty Pammu, S.H.,S.S.,M.Pd (…..………..)

Set in:
Date:

iv
 ACKNOWLEDGMENTS

In the name of Allah, the beneficent and the merciful, all praises be to
Allah the lord of the universe, who has been giving mercy and blessing until the
writer accomplished his “study” entitled Need Analysis of English of the Third
Semester Students of Accounting Department of FEB UMI Makassar. Peace
and salutation be upon to the noble prophet of Islam Muhammad SAW, his
families, his relatives, and his faithful followers.
In this occasion, the writer would like to give his sincerest gratitude and
great honor to his parents Muhammad Idris and Ramlah Thalib for giving an
understanding, a support, an advice, love and moral encouragement to the writer.
Without them, the writer cannot finish his study.
The writer also realizes that the successful of this study because of the great
and lovely people around the writer. So through this paper the writer wants to
express his highest gratitude goes to:
1. Dr. Rusdiah,M.Hum. as the Director of Foreign Language Academy (ABA
UMI).
2. Dr. Muhammad Yunus, S.Pd.,M.Pd as the Head of Study Program of Foreign
Language Academy (ABA UMI).
3. Burhanuddin, S.S., M.Pd as the first supervisor and Dra. Hj. Andi Hudriati,
M.Hum. as the second supervisor who has patiently given valuable help,
guidance, and corrections to finish this research.
4. Burhanuddin, S.S., M.Pd. Dr. Muhammad Yunus,S.S.,M.Pd. Rosmiaty
Pammu, S.H.,S.S.,M.Pd as examiners who have received the time, energy and
thought to provide direction, input and suggestions for improving this
research.
5. All lecturers and staff of Foreign Language Academy who have taught and
educated the writer during this research.
6. Family of Himpunan Mahasiswa Akademi Bahasa Asing (HIMABA) UMI
and my class mate who has accompanied me from the beginning of college
until now.

v
7. To any other person who is named cannot be mentioned one for their
contribution to the writer during finishing this study.
The words are not enough to say any appreciation for their help and
contributions on this study. May Allah SWT protect and give the happiness
throughout their life. Finally, the writer realizes that the study is far from
being perfect. It is a pleasure for his to receive constructive critiques and
suggestions from the readers.

Makassar,

Ade Ameilya Muh. Idris

vi
 PUBLICATION AGREEMENT STATEMENT PAGE
FINAL PROJECT FOR ACADEMIC INTEREST

As an academic of the Foreign Language Academy UMI Makassar, I am the

undersigned:

Name : Ade Ameilya Muh. Idris

NIM : 06420180074

Program Study : English Languange / Foreign Language Academy

Type of Reseacrh : Scientific Papers

For the sake of scientific development, I agree to give the Foreign Language

Academy UMI Makassar the Non-exclusive Royalty-Free Right for my scientific

work entitled “Need Analysis of English of the Third Semester Students of

Accounting Department of FEB UMI Makassar” along with the existing tools

(if needed). With this Non-Exclusive Royalty-Free Right, the Foreign Language

Academy UMI Makassar has the right to save, transfer media/format, manage in

the form of a database, maintain, and publish my final assignment while keeping

my name as author/creator and as the owner of the Rights Create.

This statement I made in truth.

Made in: Makassar

Date: 20 September 2022
Which states:

(Ade Ameilya Muh. Idris)

vii
 ABSTRACT
Name : Ade Ameilya Muh. Idris
Study Program: English / Foreign Language Academy
Title : Need Analysis of English of the Third Semester Students of
Accounting Department of FEB UMI Makassar
Supervisor : 1. Burhanuddin, S.S., M.Pd
2. Dra. Hj. Andi Hudriati, M.Hum

The purpose of this study is to identify what English students do, identify
problems in learning English, and find out what advice will be given by
accounting students in semester 3 of the Faculty of Economics and Business
UMI.
The population of this research is the 3rd semester students majoring in
Accounting in the environment of the Faculty of Economics and Business UMI.
With the selection of samples using the questionnaire method taken as many as
20 respondents. This research uses field research. And to find field data, this
research uses questionnaires to the research object. The statistical method used to
test the hypothesis is to use simple linear regression with the help of SPSS
software version 2.2. The analysis shows the English Needs of Semester III
Students of the Accounting Department FEB UMI Makassar. Positive and
significant influence on this study.
Keywords:

viii
 ABSTRAK
Nama : Ade Ameilya Muh. Idris
Program Studi : Bahasa Inggris/Akademi Bahasa Asing
Judul : Need Analysis of English of the Third Semester Students of
Accounting Department of FEB UMI Makassar
Pembimbing : 1. Burhanuddin, S.S., M.Pd
2. Dra. Hj. Andi Hudriati, M.Hum

Tujuan dari penelitian ini adalah untuk mengidentifikasi Bahasa Inggris

apa yang dilakukan mahasiswa, mengidentifikasi permasalahan pembelajaran
bahasa Inggris, dan mengetahui saran apa yang akan diberikan oleh mahasiswa
akuntansi semester 3 Fakultas Ekonomi dan Bisnis UMI.
Populasi penelitian ini adalah mahasiswa semester 3 jurusan Akuntansi
dilingkungan di lingkunagan Fakultas Ekonomi dan Bisnis UMI. Dengan
pemilihan sampel menggunakan metode kuesioner diambil sebanyak 20
responden. Penelitian ini menggunakan penelitian lapangan. Dan untuk
menemukan data lapangan, penelitian ini menggunakan penyebaran kuesioner
terhadap objek penelitian. Metode statistik yang digunakan untuk menguji
hipotesis adalah dengan menggunakan regresi linear sederhana dengan bantuan
software spss versi 2.2. Analisis menunjukkan Kebutuhan Bahasa Inggris
Mahasiswa Semester III Jurusan Akuntansi FEB UMI Makassar. Berpengaruh
positif dan signifikan pada penelitian ini.
Kata Kunci: Analisis kebutuhan Bahasa Inggris, Mahasiswa jurusan n
nAkuntansi FEB UMI.

ix
 TABLE OF CONTENTS
Cover
ORIGINALITY STATEMENT SHEET ............................................................ ii

APPROVAL SHEET ........................................................................................... iii

CERIFICATION BOARD OF EXAMINERS .................................................. iv

ACKNOWLEDGMENTS .................................................................................... v

PUBLICATION AGREEMENT STATEMENT PAGE ................................. vii

ABSTRACT ........................................................................................................ viii

ABSTRAK ............................................................................................................ ix

TABLE OF CONTENTS ..................................................................................... x

CHAPTER I INTRODUCTION ......................................................................... 1

A. Background of The Research .................................................................... 1

B. Problem of the Research ........................................................................... 3

C. Objective of the Research .......................................................................... 3

D. Significance of the Research...................................................................... 3

E. Scope of the Research ................................................................................ 4

CHAPTER II REVIEW OF RELATED LITERATURE ................................. 6

A. Previous Research ...................................................................................... 6

B. Need analysis .............................................................................................. 8

C. English For Special Purpose (ESP) ........................................................ 11

CHAPTER III RESEARCH METHODS ......................................................... 15

A. Method of the Research ........................................................................... 15

B. Participant and Sample of the Research ................................................ 15

C. Instruments of the Research ................................................................... 15

D. Data Collection Procedure of the Research ........................................... 16

E. Data Analysis of The Research ............................................................... 17

x
CHAPTER IV FINDINGS AND DISCUSSIONS ............................................ 19

A. FINDINGS ..................................................... Error! Bookmark not defined.

1. English Needed the Third Semester Students of Accounting in

Learning English............................................... Error! Bookmark not defined.

2. The Problem Found by the Third Semester Students of accounting

in Learning English ..................................................................................... 24

B. DISCUSSIONS .............................................. Error! Bookmark not defined.

1. English Needed and The Problem Found by the Third Semester

Students of Accounting in Learning English . Error! Bookmark not defined.

2. The Suggestion by of the Third Semester Students of Accounting in

Learning English.......................................................................................... 30

CHAPTER V CONCLUSION AND SUGGESTION ...................................... 36

A. Conclusion ................................................................................................ 36

B. Suggestion ................................................................................................. 37

REFERENCES .................................................................................................... 34

xi
 CHAPTER I
INTRODUCTION
A. Background of The Research

English has become an internationally accepted language in technology

and commerce, in a variety of contexts and situations where the specific

needs, demands and desires of students must be considered over those of the

teacher. English has been used in every aspect of life, and is the only

foreign language that is given special status to be studied as a compulsory

subject in schools and universities in Indonesia. Therefore, the Indonesian

government through the Ministry of Education has incorporated English into

the national curriculum starting from elementary school to university.

Learning English is important for college students who will face the real

world of work after graduation, especially accounting studies program. The

accounting program was chosen because accountants are one of the eight

professions that will be affected by the free market policies contained in the

ASEAN Mutual Recognition Arrangement (MRA) (Salija, 2019).

Therefore, one thing that is needed to improve the quality of students'

abilities so that they are able to answer the challenges and opportunities in

the ASEAN Economic Community (AEC) is to improve their international

language skills. English plays a role in qualifying students when they apply

for jobs in Indonesian or overseas companies that require a professional

workforce. However, for the most part accounting study program students in

Indonesia have problems in meeting their need for English caused by the
English language learning materials they study in college with the

different needs of students learning English. As a result, it is difficult for

them to improve their ability in learning English.

Several studies have confirmed that needs analysis can be well applied

in course design development and has a positive impact on improving

course quality. Albakrawi (2013) in his study "Needs Analysis of English

Secondary Hotel Students in Jordan". His study found that there were some

real special English language needs and interests for students in the hotel

stream in Jordan; It motivates students to learn and builds their confidence

towards the learning process. In line with that, Ratnah (2013) mentions that

needs analysis has an important role in the process of designing and

implementing language programs, needs analysis ensures that a course will

be relevant and satisfying for learners. The results of the needs analysis are

used to analyze the textbooks used in the ESP class. It is found that one of

the factors causing students' failure in learning English in travel and tourism,

textbooks are not fully relevant to students' needs. The contents of the

textbook do not match the student's level of proficiency and the needs of

students in the workplace

The combination of these important factors expands the demand for

English to meet specific needs and requirements for the enhancement of

English for Special Purposes (ESP) courses. This requirement then becomes

a guide for designing ESP course materials. Based on this view, it is

important to conduct a needs analysis before designing ESP courses to find

2
 out what accounting students need. To get the appropriate material,

researchers have conducted research on the material, and the results are in

the form of a syllabus for the accounting study program.

B. Problem of the Research

Based on the background of the problem above, it can be put forward

the formulation of the main problem namely:

1. What English do the students need in learning English in the 3rd semester

in Accounting, Faculty of Economics and Business, UMI?

2. What are the problems of the 3rd semester in Accounting Department,

Faculty of Economics and Business, UMI in order to learn English?

3. What are the student’s suggestions in learning English in the 3rd semester

in Accounting, Faculty of Economics and Business, UMI?

C. Objective of the Research

The objectives to be achieved in this study are:

1. to identify what English do the student in the Accounting in semester 3

of the Faculty of Economics and Business UMI.

2. to identify the problems of learning English at the accounting students

in 3rd semester of the Faculty of Economics and Bussiness UMI?

3. to Find Out what suggestions will be given by students of the

accounting in 3rd semester of the Faculty of Economics and Bussiness

UMI?

D. Significance of the Research

The results of this study are expected to provide information and can be

3
 considered for application by various parties who need it, including the

following:

1. Theoretical Benefits

The results of this study are expected to be useful to increase

knowledge, information as well as reference material for references in

similar research.

2. Practical Benefits

The results of the study are useful as a reference for university

guidelines, especially in the accounting department in managing English

language needs so that in the future, universities and departments have

better development and management of the English language as well as

consideration for universities and departments in developing learning

methods to develop teaching materials.

3. Policy Benefits

In addition to providing benefits, it is also hoped that it will

have a positive effect students and majors more broadly, including

for universities, and the development of accounting.

E. Scope of the Research

Based on the problem above, the study is primarily taken in the scope of

studying analysis English in teaching for student in the majoring in

Accounting in semester 3 of the Faculty of Economics and Business UMI.

4
 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research

The existence of similar studies that have been done previously plays a

very important role in a research that will be carried out. Due to the existence

of previous research, the current author can be helped in writing the research

that will be faced. There are several previous studies that underlie this

research as follows:

Sari (2019) by title Analysis of English Learning Needs for Employee Class

Students can be concluded from the results of the study who use the method

descriptive analysis with quantitative approach, the result is the need for

teaching English for the employee class focuses on English for academic

purposes which will later help support their future, namely getting a better

job. Students need skills in understanding texts and instructions in English, as

well as skills in obtaining information from the internet or the conversations

they hear. In addition, students also need vocabulary enrichment and an

explanation of grammar because these two things are their main obstacles

when learning English. The results of this needs analysis are expected to be

useful for curriculum development and syllabus making, as well as for the

manufacture of teaching materials for teaching English for class employees.

Badu (2020) by title Analysis of English-Based Learning Needs for

Specific Purposes for Students of the Faculty of Engineering, State University

of Gorontalo can be concluded from the results of the study who use the
method identify student learning needs by using a questionnaire, the result is

English language skills can support and create quality graduates who are able

to compete in the world of work. Based on this, it is necessary to have a

learning process that is truly tailored to the students' English learning needs.

Needs learner of courses.

Syukur and Nugraha (2019) by title Analysis of English Language Needs

in Nursing Study Program Students can be concluded from the results of the

study who use the method Descriptive analysis in the form of amounts and

percentages, the result is Needs learner of courses English is not the same

and varies. can support and create quality graduates who are able to compete

in the world of work. Based on this, it is necessary to have a learning process

that is truly tailored to the students' English learning needs.

Ariyanti (2017) by title Analysis of English Needs for Non-English

Students can be concluded from the results of the study who use the method

descriptive analysis with quantitative approach, the result is The purpose of

students of the Faculty of Economics, Univet Bantara Sukoharjo learning

English is for the purpose of English for Occupational Pursposes (EOP)

which is a necessity as a provision to enter the world of work, with an

orientation towards speaking skills as a skill that is the main target in learning

English.

Alvianderi Novanti (2021) by title Needs analysis for learning English

Special (Esp) For sports education students can be concluded from the results

of the study who use the method descriptive analysis with quantitative

7
 approach, the result is PJKR study program students need to learn English

because they need it not only for only to support academic interests but also

to support futurecareers.

A. Need analysis

1. Definition of Need Analysis

Needs analysis was identified as the purpose and content of the course.

It examines what learners already know and what they need to know.

Needs analysis ensures that the course will contain relevant and useful

things to learn. Good needs involve asking the right questions and finding

answers in the most effective way (Macalister & Nation, 2011). It also

refers to the activities that are then involved in obtaining information that

will form the basis for developing a curriculum that is appropriate for the

learning needs of a particular group students (Basri and Hafsah, 1999).

Needs analysis involves a needs assessment where a learner or group of

learners may need a language. As a research area, starting in the early

1970s along with the development of communicative approaches, and has

gone through substantial development in the 1980s and 1980s thanks to

much work done by Munby (1978). Communicative approach experts

argue that systematic analysis should be the main procedure in selecting

teaching materials for the needs of learners for the target language.

This study applies a needs analysis based on the concept offered by

Dudley Evans and John (1998) which states that needs are divided into

two, namely learning needs for sources of professional and personal

8
 information about students and language needs referring to the 5W (who-

what-when-why and how). learners learn English. They also asked several

questions considering the type of information needed for course design to

obtain an analysis of learning and language needs.

2. Classification of Need Analysis

There are some clear questions for learning needs in preparing special

needs learners as a concept offered by Dudley-Evans and John (1998) in

the following five points:

a. Why do students take courses?

b. do learners learn?

c. what resources are available?

d. Who are the students?

e. Where and when will the ESP be implemented?

Meanwhile, clear arrangements for language requirements are

explained in the following five questions:

a. Why is language needed?

b. How will the language be used?

c. What are the content areas?

d. Who will use the language and with whom?

e. When will the language be used?

Methodological, administrative, and psychological needs should

occupy the same space in needs analysis as target needs do. ESP learning

is not a mechanical project that is mechanically imposed on learners. The

9
entire ESP program is a fun, enjoyable, manageable, generative, creative

and productive activity. This is only possible if it is based on the full

potential and constraints of the target needs and learning situation. It

should be clear, at this point, that learning is a broader term than learner.

In fact, as the most basic building block, the learner is a central part, but

not the whole of the learning process. There is so much more to the overall

learning process than just the learner to consider. Altman and James

(1980), although following the term learner-centered language teaching, it

shows three main differences from learner-centered learning or approach

as compared to curriculum-centered teaching and teacher-centered

teaching. In a learner-centred teaching approach, the needs and abilities of

the learner determine the details of the curriculum and the teaching

requirements of the course. There are four main perspectives for viewing a

learner-centered language teaching program: goals, means, levels,

expectations. In a learner-centred teaching approach, the needs and

abilities of the learner determine the details of the curriculum and the

teaching requirements of the course. There are four main perspectives for

viewing a learner-centered language teaching program: goals, means,

levels, expectations. In a learner-centred teaching approach, the needs and

abilities of the learner determine the details of the curriculum and the

teaching requirements of the course. There are four main perspectives for

viewing a learner-centered language teaching program: goals, means,

levels, expectations.

10
 3. Teaching English for Specific Purposes To identify student needs, several

forms of analysis are carried out.

a. Target Situation Analysis (TSA) which refers to what students need

to do which includes needs, deficiencies, and desires (Hutchinson &

Waters, 1987). Needs means what the learner should know, lacks is

used to refer to the gap between the learner's current proficiency and

what the student doesn't know, and wants represent what the student

wants to learn.

b. Analysis of the current situation (Present Situation Analysis / PSA).

In this analysis, the students' proficiency at the start of English class

was identified.

c. Learning Needs Analysis (LNA) which is used to refer to what

students must do to learn.

d. LNA is related to the skills needed by students, the learning process,

student motivation, and differences in student backgrounds.

B. English For Special Purpose (ESP)

1. Definition of English for Specific Purpose (ESP)

ESP is a major activity of concern worldwide for now. It is a company

that involves training, education, practice in three main areas of

knowledge including language, pedagogy and specialist areas of the

student or participant. Wright (1992) stated that goal means a type of

language learning, which has a focus on all aspects of language related to a

particular field of human activity. Kennedy and Balitho (1984) mention

11
 that ESP is a relatively new discipline in applied linguistics which is a

slightly new learner- centered approach to teaching English whose

methodology is based on the special needs of learners.

ESP is a major activity of concern worldwide for now. It is a company

that involves training, education, practice in three main areas of

knowledge including language, pedagogy and specialist areas of the

student or participant. Wright (1992) stated that goal means a type of

language learning, which has a focus on all aspects of language related to a

particular field of human activity. Kennedy and Balitho (1984) mention

that ESP is a relatively new discipline in applied linguistics which is a

slightly new learner- centered approach to teaching English whose

methodology is based on the special needs of learners.

2. Classification of English for Specific Purpose (ESP)

ESP can be classified into three branches: English for science and

technology, English for business and economics, and English for social

science. English for science and technology is further classified into two

branches, as English for academic purposes (EAP) and English for

occupational purposes (EOP), which appear to be different only in

situational context. However, since Hutchinson and Waters (1987) do not

make an obvious distinction between EAP and EOP, Cummins (2008)

made a more explicit distinction between these two terms. He explained

that the aim of EAP is to provide academic proficiency, whereas, EOP

leads to interpersonal skills. In addition, the target of learners for EOP

12
 learners is to communicate with friends and co-workers in everyday life.

3. Teaching English for Specific Purposes

English for Specific Purposes is an ELT approach which is specified in

certain purpose. According to Hutchinson and Waters (1987), ESP is an

approach to language teaching in which all decisions as to content and

method are based on the learners‟ reason for learning. The focus of ESP is

to meet the students‟ need. ESP course are narrower in focus than ELT

courses because they centre on analysis of learner‟s need (Basturkmen,

2010:3). Further, Basturkmen states that ESP views learners in terms of

their work or study roles and that ESP courses focus on workor study-

related needs, not personal needs or general interest. Teaching ESP then

means facilitating the students to learn specific English in which the

course is designed based on the students‟ need (Andi Sitti Nasmah).

13
 CHAPTER III
RESEARCH METHODS
A. Method of the Research

The method will use is mixed-method research aims to understand

social phenomena from the participant's perspective. This is the meaning or

definition of qualitative research is research that is used to examine the

condition of the object. Naturally, if the researcher is the key instrument

(Sugiyono 2005). This research was conducted at the Department of

Accounting, Faculty of Economics and Business, Universitas Muslim

Indonesia.

B. Participant and Sample of the Research

Sugiyono (2017) explains that what is meant by the object of research

is "a scientific goal to obtain data with certain goals and uses about an

objective, valid, and reliable thing about something (certain variables)". The

object of this research is students of Department of Accounting, Faculty of

Economics and Business, Universitas Muslim Indonesia. Sampling of

students was done by simple random sampling technique. The reason for

using this technique is that the population is students who are grouped into

several classes and each class has a different number of members. So, to

make the sample representative, the researcher took 20 students at random.

C. Instruments of the Research

According to Suharsimi (Sugiyono 2002), research instruments are

tools or facilities used by researchers to collect data so that their work is

 easier and the results are better, more accurately, completely, and

systematically because they are easier to process. In this study, to obtain more

in-depth analysis data about learning English in the Department of

Accounting, Faculty of Economics and Business, Universitas Muslim

Indonesia, the author will use a questtionnaire. The questionnaire will be

given, according to the object of research. The instrument of this research is

the questtionnaire, tools and facilities.

In obtaining data from the research location using the instrument as

follow:

1. Questionnaire

Questionnaire is a method of collecting data by giving questions in

the form of a google form to respondents with a questionnaire guide

distributed to respondents. The questionnaire in this study used open-

ended questions. The measurement of this research instrument is to use a

perception scale and Likert scale, which is a scale used to measure

attitudes, opinions and perceptions of the level of agreement and

disagreement of respondents in responding to questionnaires (Sugiyono

2010: 93).

D. Data Collection Procedure of the Research

According to (Sugiyono 2009), data collection techniques are the most

strategic step in research, because the main purpose of research is to obtain

data. Data collection procedures in this study questionnaires. The data

collection procedure in this study was to conduct interviews with participants.

16
 a. Step in Collecting Data

1. Questionnaire

2. interview

E. Data Analysis of The Research

Data analysis technique is the process of systematically collecting

data to help researchers reach conclusions. According to Bogdan in

(Sugiyono 2005), data analysis is the process of finding and summarizing

data obtained from interviews, field notes, and other materials systematically

to be easily understood, and the findings are shared with others.

To present the data so that it is easy to understand, the data analysis

steps used in this study are the Analysis Interactive Model from Miles and

Huberman, which divides the steps in data analysis activities into several

parts, namely data collection, data reduction (data reduction), data

presentation (data display), and drawing conclusions or verification

(conclusions).

1. Steps in Analyzing Data

a. Data Reduction

Data Reduction Data reduction is a form of analysis that sharpens,

classifies, directs, removes unnecessary data, and organizes data so that

conclusions can be drawn and verified (Miles 2007).

b. Data Presentation

Data presentation is one of the qualitative data analysis techniques.

Data presentation is an activity when a set of information is arranged to

17
 give the possibility of concluding. Qualitative data presentation is

narrative text (in the form of field narrative notes), matrices, graphs,

networks, and charts. According to Sutopo in (Harsono 2008), the data

presentation is in narrative sentences, pictures/schemes, networks, and

tables as the narrative.

c. Withdrawal Conclusion / Verification

Conclusion drawing is one of the qualitative data analysis

techniques. Conclusion drawing is the result of the analysis that can be

used to take action.

The results are easier, and the results are better, more accurately,

completely, and systematically because they are easier to process. This

study obtains more in-depth analysis data about learning English in the

students of Accounting Department in University Muslim Indonesia.

The author will use a questionnaires technique. The questions will be

given according to the object of the research. The instrument of this

research is the questionnaire. In obtaining data from the research

location using the instrument as follow:

Questionnaires will be used by the researcher to convert into data the

information directly given by a person (subject) on Google Form.

Questionnaires are just one of a range of ways of getting information

from people (or answers to our research questions), usually by posing

direct or indirect questions. (Bill, 2007). Furthermore, the researcher

will take document of score speaking English from ABA UMI.

18
 CHAPTER IV
FINDINGS AND DISCUSSIONS

A. ENGLISH NEEDED

In collecting data, the researcher conducted a questionnaire and

interviews. Questionnaires were distributed to 20 3rd semester students of the

Accounting Department as respondents to determine their need for learning

English. The questionnaire items used in this study are structured referring to

the question items that have been carried out by previous research and

adapted to current researchers related to a more in-depth analysis of the

learning process and knowing the Analysis of Third Semester English Needs

for Accounting Department Students, FEB UMI Makassar.

The interview was conducted to find out how well the students could

understand English just by studying at the faculty, without taking tutoring

outside the campus. To get answers about how the English needs of Semester

3 Students of Accounting Department FEB UMI Makassar, the researcher

used a questionnaire. In the questionnaire, 9 statements were answered by

students with 5 choices, namely strongly disagree, disagree, neutral, agree,

and strongly agree.

Based on the results of research conducted in interviews with 20

students of the economics faculty majoring in accounting and after seeing all

the respondents' answers, the researchers took the main picture based on their

answers. The details analyzed are as follows:

1. I feel that more speaking activities are needed to improve the English

teaching and learning process

19
 The statement is about whether speaking is needed to improve the

teaching and learning process of English in the economics and business

faculties, specifically in the accounting department. There were 3

students who answered strongly agree and about 15% of students, there

were 17 students who answered agree and about 85% of students agreed,

no students chose neutral, disagree and strongly disagree

P1

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 17 85.0 85.0 85.0

Strongly Agree 3 15.0 15.0 100.0

Total 20 100.0 100.0

Based on the existing findings, Data from table 1 shows that in

looking for students' priority 'needs' learning English is to improve their

teaching and learning process. In line with that, Rosyidi & Darmanto

(2020) which states that the interest and enthusiasm of the community has

growing rapidly because English is very important in everyday life. As

known, 35 The current era requires us to be able to communicate using

English. Because of that, self-improvement in English is very necessary

for students, especially Accounting major.

20
 This thing shows that students choose the language speaking skills

that are important for learning for students. Fluency in speaking English

is important to learn because it will be used to communicate

internationally. Richard (1990) emphasizes that mastery of speaking

skills is a top priority for students second and foreign language learners.

As a result, students often evaluate themselves their success in learning

English is based on how well they think they are successful in spoken

English skills. As the following student points out in Interview :

(Respondent Ainun)
“Pertama, penting dipelajari dan beserta alasannya itu kak
speaking menurutku berbicara karena penting bagi saya karena saya
mau sekali kak pintar bahasa tapi kalo hanya pintar mendengar menulis
membaca saya tidak terlalu minat ji kak. saya mau pandai berbicara nya
makanya menurut saya yang paling penting untuk dipelajari yaitu
speakingnya karena saya ingin berbicara langsung” (I think the most
important skill I need to learn is speaking because I really want to be
good at speaking English and practice it directly.
2. According to the ability to listen affects the ability to speak in English

The statement is that listening ability affect speaking in English.

There were 6 students who answered strongly agree and about 30% of

students, there were 14 students who answered agree and about 70% of

students agreed, no students chose neutral, disagree and strongly

disagree.

P2

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 14 70.0 70.0 70.0

Strongly Agree 6 30.0 30.0 100.0

21
 Total 20 100.0 100.0

P2

Table 2 showed the importance of listening component. Based

on the findings, they were thought to be able to identify the main topic

of various types of listening material very important because listening

has an important role in communication in daily life. This is line with

(Hien: 2003), stated that people have different purposes in listening,

such as entertainment, academic purposes to obtain information . Then,

be able to understand the listening material little by little.

3. The English material taught in faculty is in accordance with what is

needed

The statement is about whether the English material taught in your

faculty is as needed or not. There are 6 students answered very agreeing

and about 30% of students, there were 14 Students answering agreeing

and about 70% of students agreed, none of the students chose neutral,

disagreed and strongly disagreed.

P3

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 14 70.0 70.0 70.0

Strongly Agree 6 30.0 30.0 100.0

22
 Total 20 100.0 100.0

P3

In order to enjoy the English class, the students needs to have

variation of teaching methods, and use multi media to easy to graps the

message or to attract thye students attentions. Learning through movies

with related topics, songs etc ease the boredome. Showing them how to

use technology to practise English can also help to motivate students to

study.

4. The material provided already covers my field

. There were 14 students answered strongly agreeing and

about 70% of students, there were 6 Students answering in

agreement and about 30% of students agreed, none of the students

voted neutral, disagreed and strongly disagreed.

P4

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 6 30.0 30.0 30.0

Strongly Agree 14 70.0 70.0 100.0

Total 20 100.0 100.0

23
 P4

Table 3 and 4 Shows that Material is one of the importance

aspect that the lecturer have to consider. For Accounting students, related

material with their profession is needed as it can help them to be able to

understand the issue related to their job or professsion. At their work they

do not only greet officemates or their supervisors but they have to discuss

about their job. Materials must be prepared base on the studnts needs.

B. PROBLEM

Some Problems Found by Third Semester Accounting Students in

Learning English
1. I feel English is important to learn

The statement is to find out whether English is important to learn.

There were 3 students who answered strongly agree and about 15% of

students, there were 17 students who answered agree and about 85% of

students agreed, no students chose neutral, disagree and strongly disagree.

P1

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 17 85.0 85.0 85.0

Strongly Agree 3 15.0 15.0 100.0

24
 Total 20 100.0 100.0

P1

Table above showed students’ perceptions of the importance of grammar.

According to students, grammar was important to learn even though the average

score was not classified in the 'very important' category but still classified in the

important category. Brown (1994:348-349) claimed that no one can argue that

grammar is needed in language teaching, according to him grammar is the center

of teaching English. This should be one of the considerations in language

teaching for Accounting students.

2. I feel that the English course system at the faculty is easy to understand

The statement is about the English course system. There were 10

students answered strongly agree and about 50% of students, there were 10

students answered agree and about 50% of students agreed, no students

chose neutral, disagree and strongly disagree.

P2

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 10 50.0 50.0 50.0

Strongly Agree 10 50.0 50.0 100.0

Total 20 100.0 100.0

25
 P2

Teaching methods, Anthony (1963 p.63-65) A method is an overall

plan for orderly presentation of language material, no part of which

contradicts, and all of which is based 359 upon, the selected approach.

An approach is axiomatic, a method is procedural‖. In a certain approach

a lecture can make various methods implemented classroom. In order to

reach the objective of learning, the students must enjoy the English class,

the students needs to have variation of teaching methods, and they

propose the lecture to use multi media to attract the students attentions.

Learning through movies with related topics, songs etc ease the

boredome. Showing them how to use technology to practise English can

also help to motivate students to study. The lecture‘ creativity plays the

important role in order to make the ambience of the classroom and to

attract the students to study

3. I have difficulty in learning English at the faculty

The statement is about whether the material given can be

understood easily. There are 15 students answering strongly agreeing

and about 75% of students, there are 5 Students answering in agreement

26
 and about 25% of students agreeing, none of the students voted neutral,

disagreed and strongly disagreed.

P3

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 5 25.0 25.0 25.0

Strongly Agree 15 75.0 75.0 100.0

Total 20 100.0 100.0

P3

The English source book for specific purposes are not available in the

bookshop but it must be tailored by the lecturers.In many universities, they 358

make their modul or internal modul which is related to the students needs. As

indicated by following students in the interview:

(Respondent Aulia)
“Untuk kesulitan yang sering saya dapatkan dalam belajar
bahasa Inggris itu kak penyebutan karena kan biasanya ada kata kata
yang hampir sama bacaannya tapi artinya beda“ (The difficulty that I
often face in learning English is the pronunciation of word. Many words
have the same pronunciation but different meanings).
One respondent answered about the difficulties He often faced in learning

English, namely pronunciation because many words have different meanings but

have the same pronunciation. This happens because Indonesian students learn

English as a second or foreign language.

27
4. The level of English difficulty in my faculty is high

The statement is about What do you think the difficulty level of

English in your faculty. There were 13 students answered strongly

agreeing and about 65% of students, there were 7 Students answering

agreeing and about 35% of students agreed, none of the students voted

neutral, disagreed and strongly disagreed.

P4

Cumulative
Frequency Percent Valid Percent Percent

Valid Agree 7 35.0 35.0 35.0

Strongly Agree 13 65.0 65.0 100.0

Total 20 100.0 100.0

P4

5. The teaching system of English courses in your faculty easy to

understand

The statement is about how the teaching system of English courses

in your faculty is easy to understand or not. There were 14 students

answered strongly agreeing and about 70% of students, there were 6

Students answering in agreement and about 30% of students agreed,

none of the students voted neutral, disagreed and strongly disagreed.

28
 P5

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 6 30.0 30.0 30.0

Strongly Agree 14 70.0 70.0 100.0

Total 20 100.0 100.0

P5

The mastery of English helps the students to get job easier, the

students realize that English competency help them when they have to

compete with others graduated students are trying to apply a job. In the

interview, it can be seen who are good at English looks confidence and the

interative communication can happend between the interviewer and

interviewee. The result of the interview usually recorded and it become a good

path for the future of him or her.

It is common for students to encounter difficulties in the learning

process. The finding showed that the students often had difficulty in

pronouncing or spelling a word. One of the respondents said that when

pronouncing a word not appropriate, it usually conveyed the wrong meaning

to interlocutor. In line with this, Julia (2002) found that to be successful in

speaking or oral communication, students need to learn about pronunciation.

Then, the second problem lacked vocabulary. The respondents admitted that

lack of vocabulary was often become a problem in learning English.

29
 According to Juhendi (2011: 4) in Sipahutar (2021), Vocabulary could be a

crucial viewpoint in language because it always appears in listening, speaking,

writing and reading activities. Based on data from the importance of speaking

component and speaking level of proficiency, pronunciation and vocabulary

were considered to be the main focus in learning English. One of the

respondents answered the problem He often faced in learning English, namely

pronunciation because many words have different meanings but have the same

pronunciation. This is happens because Indonesian students learn English as a

foreign language. Then, one of the respondents answered that pronunciation

was also a problem in learning English. Sometimes the respondent's tongue

was tangled and numb in saying words. As indicated by following students in

the interview:

(Respondent I Rahma)
“Yang biasa bikin ka kesulitan itu kalau sudah melafalkan
beberapa kata yang bisa bikin lidah kelu, terus kalau sudah terlalu
cepat mi lawan bicara ta berbicara biasa ndak ku mengerti mi apa
yang na bilang, terakhir kekurangan ku adalah kosa kata bahasa
inggris yang ku tau kurang” ( What usually makes me difficult is when
I pronounced a few words that can make my tongue go numb. Then if
it's too fast, the other person doesn't speak normally, I don't understand
what people said. Lastly, I lack of English vocabulary
C. The Suggestion by of the Third Semester Students of Accounting in

Learning English

The results of the needs analysis help us as teachers to identify the

English language needs of prospective students, especially in the field of

speaking, the needs of students in terms of language skills are still lacking in

the field of listening and speaking. Only after analyzing the needs of students

30
and determining the objectives of the language course can we choose

materials that suit the needs of students. Thus, needs analysis is the basis for

developing curriculum content, teaching materials and methods that can

increase student motivation and success.

Until recently, the importance of English is undeniable and neglected

as the largest common language is used universally. The importance of

English cannot be denied and ignored because English is the most significant

common language that is used universally. Learning English requires constant

practice and patience. The type of feeling that works among students is that it

is impossible to achieve fluency or mastery of English. This kind of tendency

prevents students from learning English. Most of the students study English

from an exam point of view, so they cannot produce a single sentence without

grammatical errors. Furthermore, good practice is not given to students to

learn the language.

The findings from this interview, students need more needs analysis,

especially in listening and speaking to improve the English learning process

of each faculty, while the components studied in this paper are the teaching

system and the material provided whether it meets the needs or not.

The responses from 20 representatives of accounting students stated

that the need was still very much needed to improve the knowledge of

English from each faculty and it was hoped that the material provided was in

accordance with the majors taken.

1. What English do students need in learning English in semester 3 in

31
Accounting, Faculty of Economics and Business, UMI?

What English students need in learning English in semester 3 in

Accounting is ESP, ESP is a relatively new discipline in applied

linguistics that is a slightly new learner-centered approach to teaching

English whose methodology is based on the specific needs of learners.

ESP is the main activity of concern around the world for now. It is

a company that involves training, education, practice in three main

areas of knowledge including language, pedagogy and the specialist

field of the student or participant. Wright (1992) states that objective

means a type of language learning, which has a focus on all aspects of

language related to a particular field of human activity. Kennedy and

Balitho (1984) mention that ESP is a relatively new discipline in

applied linguistics that is a slightly new learner-centered approach to

teaching English whose methodology is based on the specific needs of

learners.

English for science and technology is further classified into two

branches, as English for academic purposes (EAP) and English for

occupational purposes (EOP), which seem to differ only in situational

contexts. However, since Hutchinson and Waters (1987) do not make a

clear distinction between EAP and EOP, Cummins (2008) makes a

more explicit distinction between these two terms. He explained that the

purpose of EAP is to provide academic skills, while EOP leads to

interpersonal skills. In addition, the target of EOP learners is to

32
 communicate with friends and co-workers in everyday life.

ESP views learners in terms of their work or study role and that

ESP courses focus on the needs related to the study of workers, not

personal needs or general interests. Teaching ESP then means

facilitating students to learn a specific English where the course is

designed based on the needs of the student (Andi Sitti Nasmah).

2. What are the problem of the 3rd semester of the Accounting department

of the Faculty of Economics and Business, UMI in order to learn

English?

The problem of 3rd semester students majoring in Accounting,

Faculty of Economics and Business, UMI in order to learn English is

Not confident is always experienced by beginners, especially when it

comes to speaking English, this self-confidence arises because of fear

or shame of making mistakes when expressing sentences.

Everyone also started to learn from scratch and also made

mistakes, and you were no exception. Self-confidence can only be

obtained from oneself. The solution is to study in groups and meet with

strangers often, the level of self-confidence will increase even more if

you get used to it, so to get used to it you have to study with many

people, a great option if you follow the English learning community

and open up.

The second problem is that students majoring in Accounting,

Faculty of Economics and Business have limited time because they are

33
 also studying accounting plus they have to study several other courses,

but students majoring in accounting at the Faculty of Economics and

Business need to learn English because they need it not only to support

academic interests but also to support future careers.

3. What are the student's suggestions in learning English in the 3rd

semester of accounting, Faculty of Economics and Business, UMI?

Instead of the language learning, I'd rather call it familiar. From my

habit of listening to English songs, watching English movies, and

playing games while interacting with people who use English. Thank

God I am quite able to write and speak English.

In essence, we must have other methods to learn English, not just

read dictionaries and translate them. And if for example we already

know a lot of Vocabularies (vocabulary), actually the easiest way is to

learn by using things you like, so you will always be able to create that

motivation. You love to play games, play RPG games with lots of

dialogue. You like to listen to music, listen to English songs. You're a

diehard football fan, look for articles about your beloved club from

English-language sources.

When you've found those input sources, start looking for how to

pipe the output. Sing your favorite song aloud, translate it into your

native language, write it down and use paraphrasing to change the

words without changing the meaning. Making summaries, practicing

paraphrasing and reading aloud are examples of simple outputs. Use a

34
dictionary, always., but use it wisely.

One more tip is to understand the logic of the language and how a

word transforms. For example, from the words Act (n; v), Acting, Actor

(n), Active (adj.), Actively (adv.), Activate (v), and so on.

35
 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion

Once this research is carried out, it can be concluded that most students are

interested in learning English and want to improve their English proficiency

because most of the students say that English is an International language

which is very important for their future careers. They enjoy speaking English

because they think it's very fun to communicate with people coming from

abroad. Students are also interested in speaking English because they want to

learn more than 1 language.

1. From the result of the study or analysis mentions that students prefers learning

English speaking more than others competence and they say this ability of

speaking English support 360 their carrier in the future. They not only need it for

the future but also think English is needed for others purposes. Aspect of

language which is the most important isgrammar beause of grammar the students

are confidence to speak and discuss with others students or lecturers and

hopefully they can also interact with their supervisor, superordinates in the office

to talk about their job.

2. In order to form their English-speaking competence, most of the students

learn through western films that have many good films and series there.

They use English subtitles to improve their English Speaking skills, in

addition to watching western movies, some of them listen to western songs

and understand lyrics to improve their English competence.

36
B. Suggestion

After doing this study, the authors realized that there are several things

that can be used to improve their competence in English especially in speaking

English in everything.

1. With regard to the above conclusion, the writers would like to recommend

teachers as materials and course designer to consider the result of this study.

The curriculum design which isbased on the analysis will help to reach the

objective easily and on time.

2. The results of this study were expected to be a consideration for English

lecturer of Accounting Department in teaching English based on students’

needs.

3. Currently, it is possible that the online learning process will continue

to be extended. Although it is extended, students are required to

prepare extra to anticipate the completeness that may be found in the

learning process.

4. The researcher suggested to the next researcher to looking for the lack of

physics students by giving a test to measure students’ abilities.

37
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35
 APPENDIX

INTERVIEW TRANSCRIPT

Appendix 1 : Students’ Answer (PSCAS Questionnaire)

Need Analysis of English of The Third Semester Students of

Accounting Department of Feb UMI Makassar
Name :
Stambuk Number :
Class :
Assalamualaikum Warahmatullahi Wabarakatuh,
This questionnaire was given to collect thesis research data for ABA UMI
MAKASSAR students as part of a research on “Need Analysis of English
of The Third Semester Students of Accounting Department of Feb
UMI Makassar”. Because you are or have studied it specifically This
questionnaire would like to ask your opinion on the subject. Please answer
questions HONESTLY by means of a member tick mark (√) in the
selection box or options provided. Because the information you provide
will be a reference for developing the material teach english in accounting
department.
No Item SA A N D SD

I feel that more speaking activities are

1 needed to improve the English teaching and

learning process

2 I feel English is important to learn

I feel that the English course system at the

3
faculty is easy to understand

4 According to the ability to listen affects the

36
 ability to speak in English

The English material taught in faculty is in

5
accordance with what is needed

The material provided already covers my

6
field

I have difficulty in learning English at the

7
faculty

The level of English difficulty in my faculty

8
is high

The teaching system of English courses in

9
your faculty easy to understand

37
 Apendix 2

Responden P1 P2 P3 P4 P5 P6 P7 P8 P9
S1 4 4 4 5 5 5 5 5 5
S2 4 4 4 4 4 5 5 4 4
S3 4 4 5 4 4 5 5 5 5
S4 4 4 5 4 5 5 5 5 5
S5 5 4 5 5 5 5 5 5 5
S6 4 4 5 5 5 5 5 5 5
S7 5 4 4 5 4 5 5 5 5
S8 4 4 5 4 4 5 5 5 5
S9 4 4 5 4 4 5 5 5 5
S10 5 4 4 5 5 5 5 5 5
S11 4 4 4 4 4 5 5 5 5
S12 4 4 4 4 4 5 5 5 5
S13 4 4 4 4 4 5 5 5 5
S14 4 4 4 4 4 4 5 4 5
S15 4 4 5 5 5 5 5 5 5
S16 4 4 5 4 4 4 4 4 4
S17 4 4 4 4 4 4 4 4 4
S18 4 5 4 4 4 4 4 4 4
S19 4 5 5 4 4 4 4 4 4
S20 4 5 5 4 4 4 4 4 4

No Name Gender Student Department

1 Rahma Girl Semester 3 Accounting
2 Aulia Girl Semester 3 Accounting
3 Wahyuni Girl Semester 3 Accounting
4 Risna Girl Semester 3 Accounting
5 Melati Girl Semester 3 Accounting
6 Wulansari Girl Semester 3 Accounting
7 Widya Girl Semester 3 Accounting
8 Ainun Girl Semester 3 Accounting
9 Amalia Girl Semester 3 Accounting
10 rezky Girl Semester 3 Accounting
11 Nasrullah Man Semester 3 Accounting
12 Rifki Man Semester 3 Accounting
13 Lisa Girl Semester 3 Accounting
14 Dewi Girl Semester 3 Accounting
15 Thamrin Man Semester 3 Accounting
16 Azizah Girl Semester 3 Accounting

38
 17 Ilmi Man Semester 3 Accounting
18 Shinta Girl Semester 3 Accounting
19 Shalsa Girl Semester 3 Accounting
20 Sofia Girl Semester 3 Accounting

INTERVIEW GUIDELINE

My name is Ade Ameilya Muh. Idris (06420180074), In here I would like

to interview you as a student of ABA UMI Makassar regarding my
research entitled “ Need Analysis of English of The Third Semester
Students of Accounting Department of Feb UMI Makassar “
NAMA :…………………………………….

PRESENT OCCUPATION :……………………………………….

Questions

1. Menurut pendapat kamu, seberapa penting bahasa inggris dipelajari di jurusan

Pendidika Fisika? (In your opinion, how important learning English in Physics

Education Students?)

Please give your reason for choosing it_________________

2. Menurut pendapat kamu, dari keterampilan speaking, listening, reading, and writing,

mana yang penting dalam belajar bahasa inggris? (In your opinion, from speaking,

listening, reading, and writing, which are Important to learn in English)

Please give your reason for choosing it_______________

3. Menurut anda, apakah mempelajari topic-topik bahasa inggris akan membantu

meningkatkan kemampuan anda dalam bahasa inggris? (In your opinion, getting the

topics of English help you to improve your ability?

Please give your reason for choosing it__________________

4. Menurut anda kesulitan apa yang anda sering temui dalam belajar bahasa inggris?

(In your opinion, what difficulties do you often encounter?

Please give your reason for choosing it_______________

39
 Apendix 3

Spss Data
P1

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 17 85.0 85.0 85.0

Strongly Agree 3 15.0 15.0 100.0

Total 20 100.0 100.0

P2

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 17 85.0 85.0 85.0

Strongly Agree 3 15.0 15.0 100.0

Total 20 100.0 100.0

40
 P3

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 10 50.0 50.0 50.0

Strongly Agree 10 50.0 50.0 100.0

Total 20 100.0 100.0

P4

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 14 70.0 70.0 70.0

Strongly Agree 6 30.0 30.0 100.0

Total 20 100.0 100.0

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 P5

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 14 70.0 70.0 70.0

Strongly Agree 6 30.0 30.0 100.0

Total 20 100.0 100.0

P6

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 6 30.0 30.0 30.0

Strongly Agree 14 70.0 70.0 100.0

Total 20 100.0 100.0

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 P7

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 5 25.0 25.0 25.0

Strongly Agree 15 75.0 75.0 100.0

Total 20 100.0 100.0

P8

Cumulative
Frequency Percent Valid Percent Percent

Valid Agree 7 35.0 35.0 35.0

Strongly Agree 13 65.0 65.0 100.0

Total 20 100.0 100.0

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 P9

Frequency Percent Valid Percent Cumulative Percent

Valid Agree 6 30.0 30.0 30.0

Strongly Agree 14 70.0 70.0 100.0

Total 20 100.0 100.0

44