ESP NEEDS ANALYSIS: AN INVESTIGATION OF SOFTWARE

ENGINEERING PROGRAM STUDENTS’ ENGLISH NEEDS IN A

VOCATIONAL HIGH SCHOOL IN BANDUNG

Mini Research

Submitted as Final Assignment of ESP Course Design

Lecturer : Yanty Wirza, S.Pd., M.A., PhD.

Reina Wulandari

2310160

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE EDUCATION AND LITERATURE

UNIVERSITAS PENDIDIKAN INDONESIA

2023
 ABSTRACT

This research studied the needs analysis of English subject materials for the English for
Specific Purposes (ESP) students of software engineering program in a vocational high
school in Bandung. The participants of this study are the teacher and the students of level 10
and level 12. The data of this research were from the result of interview with the teacher and
the students, and questionnaires. The results of the research conveyed that the existing
materials were not adequate because the title and content of the materials were not
specifically designed for students majoring in software engineering. Therefore, the new
modules of English materials were designed based on the students needs related to the
workplace. The new materials were created as a complementary module to be used alongside
the general English materials provided by the teacher.

Keywords : ESP, needs analysis, software engineering, vocational high school

CHAPTER I

INTRODUCTION

1.1 Background of the study

ESP is an approach in a learning and it uses in English for specific field that used
based on necessity. ESP generally used by adults or learners in a vocational school that useful
for them in their field of working. Lorenzo (2005) argued that students who studied in ESP
usually are adults who have the purposes to use knowledge for their important job.

Hutchinson and Waters (1987) indicated that the approach of teaching language is
called ESP, the whole of methods and content in ESP are based on students’ reason in a
learning.

ESP is fundamental as it equips students with materials that best fit their future career
and professional life (Basturkmen, 2015; Dudley-Evans & John, 1998; Hutchinson & Waters,
1987). In the context of software engineering in vocational school, unlike general English,

1
ESP materials are centered more on relating technical performance such as computer
programming and software maintenance. Thus, Paltridge and Starfield (2013) as well as
Hutchinson and

Waters (1987) assert that plenty of considerations concerning material development for ESP
courses is required, and one of the ways to determine which materials necessary for them is
to conduct needs analysis.

The aim of ESP courses is to equip the learners with a certain English proficiency
level for a situation where the language is going to be used, i.e., target needs (Sujana, 2005),
then, especially for non-English department students of Indonesian vocational high school,
being able to communicate English as well as use it for learning their subjects effectively
would be considered as their main needs of having English. In this context, English is not
solely a subject matter to be learned, as it is commonly placed as one of compulsory subjects
in the curriculum, but also as a means for the students learning in their fields of study.

Students majoring in computer programming should be more familiarised with

hardware and software vocabulary as well as more exposed to the nature of communicating
with clients. A needs analysis study by Alhamlan (2013) that concentrated on EFL
curriculum revealed that the syllabus he examined has met the learners’ needs, however, they
did not present adequate evaluation when it comes to the materials used in the classroom.

Concerning that little attention is given to needs analysis when it comes to EFL
countries especially Indonesia, and that the previous study have shown needs analysis could
reveal students’ needs as well as finding out materials that best fit their necessity in pursuing
their career, the inquirer seeks to conduct a needs analysis in Indonesian context focusing on
software engineering program (RPL/Rekayasa Perangkat Lunak) in a vocational high school
(SMK/Sekolah Menengah Kejuruan).

1.2 Research questions

This study is undertaken in regards to answering this question:

2
To what extent does the ESP teaching and learning for software engineering students in
vocational high school meet the current and future needs of the students?

1.3 Aims of the study

In relevance to the research question, this study is aimed to find out to what extent the
ESP teaching and learning for software engineering students meet their current and future
needs.

1.4 Scope of the study

This study is centered on investigating software engineering students’ needs in their

level 10 and level 12 of vocational high school in terms of English for Specific Purposes
(ESP) in their field of study. This investigation expands but is limited to students’ ability in
general English, students’ difficulties in specific English for software engineering and
students’ self-evaluation of needs analysis in specific English for software engineering.

1.5 Significance of the study

This study provides both theoretical and practical advantages. It enriches the current
English teaching concerning English for software engineering as well as provides insights for
future researchers and educators in conducting a proper needs analysis to find out what
materials and methods that best match their students’ needs.

3
 CHAPTER II

LITERATURE REVIEW

2.1 English for Specific Purposes (ESP)

English for Specific Purposes or ESP is defined by many experts such as Hutchinson
and Waters (1987), Dudley-Evans and John (1998), and Basturkmen (2010) as a mixed area
where real-life practices and education meets, involving a specific area of knowledge,
pedagogy, and English language skills combined together. ESP is different from general
English as it concentrates on learners’ needs for work or any professional-related purposes
(Basturkmen, 2010). Hence, ESP content is generally best suited for professional and or adult
learners (Dudley-Evans & John, 1998). Additionally, this also indicates that ESP equips its
learners with specific materials which are crucial in their development in accomplishing their
future career and professional life, for instance, a hotel receptionist must master English
specifically to greet foreigners, a businessman must master English for business meetings and
an accountant must master English to comprehend accounting-related programs (Basturkmen,
2010; Dudley-Evans & John, 1998). In other words, as Paltridge (2013) claims, ESP is
concerned with the learners in homogenous groups; same goals, same specific English skills
to be mastered.

Hutchinson and Waters (1987) depict ESP as an approach instead of a learning

product, thus, resulting learners’ motivation to study becomes fundamental in determining the
content and method used in ESP teachings. Back in 1987, they also classified ESP into
several categorizations based on the area of specialty and the area where the ESP takes place.
In the area of specialty, Hutchinson and Waters (1987) split ESP into English for Science,

4
English for Business and Economics and English for Social Sciences, meanwhile on the area
where ESP takes place, the categorizations are English for Academic Purposes (EAP) and
English for Occupational Purposes (EOP), both of which are the branches from the ESP in
the area of speciality. Furthermore, in later years, the division of that categorization becomes
more specific. EAP encompasses the field of English for Academic Legal Purposes (ELP),
English for Academic Medical Purposes (EMP), and English for Academic Science and
Technology (EST), while EOP consists of English for Business Purposes (EBP) and English
for Vocational Purposes (EVP) (Paltridge & Starfield, 2013).

In relation to the division of ESP, Dudley-Evans and John (1998) further provide the
distinct characteristics between ESP and general English which they refer to as variable and
absolute characteristics. The latter characteristics encompass the notion that ESP is
specifically designed to meet its learners’ needs in a specific field, meaning that it focuses on
the specific practices and methodology related to that specific field of knowledge. On the
other hand, the former characteristics are concerned with ESP being targeted for adult
learners such as those at a professional level, university level, or even at the secondary school
level. Similarly, Basturkmen (2015) also proposes some characterisations of ESP which she
refers to as ESP variability and constants. According to her, ESP variability comprises the
idea that ESP is about how familiar the ESP educators with the target disciplines while ESP
constants is related to the idea of focusing some language skills to meet learners’ needs in a
specific field of knowledge.

In relevance to the specificity of ESP, Paltridge and Starfield (2013) as well as

Hutchinson and Waters (1987) believe that plenty of considerations concerning material
development for ESP courses is required. Hence, needs analysis must be conducted as one of
the ways to determine which materials necessary for the ESP learners.

2.2 Needs Analysis

The notion of needs analysis is first initiated by the Council of Europe, defining needs
analysis as a model to indicate English language proficiency for specific fields, such as for
professional and work context which are covered in the ESP context (Flowerdew, 2013). In
relevance to this, Flowerdew (2013) mentions that it is the first stage in the development of
ESP course, meaning that it is the tool that determines the “what” and the “how” an ESP
course should be designed. Similarly, Hutchinson and Waters (1987) also relate needs
analysis to ESP as they believe that needs analysis is what distinguishes ESP from general

5
English. However, the idea that needs analysis is closely related to ESP is rejected by some
other experts. Of starters, Seedhouse (1995) argues that needs analysis could also be utilised
in general English context to find out the learners’ preferences in learning general English.
Moreover, this is also followed by Long (2005) who argues that needs analysis could be
adapted to investigate learners’ needs in other languages other than English. Regardless of the
different perspectives, nowadays needs analysis is still closely related to ESP (Chatsungnoen,
2015).

Needs analysis according to some experts including Chambers (1980) as well as

Richterich and Chancerel (1980) could be segmented into two branches; Target Situation
Analysis (TSA) and Present Situation Analysis (PSA). The former analysis, according to
Flowerdew (2013) and Chambers (1980), is concerned with the analysis that centres on target
language needs and communicative competencies such as reading, listening, writing and
speaking. Moreover, Chambers (1980) further adds that needs analysis in TSA focuses more
on the objectives as it perceives learners to be able to demonstrate their skills and meet the
target language competencies. However, TSA mainly does not encompass methodological
and pedagogic aspects, hence, a more systemic approach to truly meet learners’ needs are
required and that is by conducting a PSA (Richterich & Chancerel, 1980). According to
Richterich and Chancerel (1980), Dudley-Evans and John (1998), PSA deals with analysing
learners' lacks and wants in learning languages. Furthermore, PSA also comprises several
aspects when it comes to investigating the learners' needs. This includes learners’ background
and cultural knowledge, experiences in learning, the reason for taking the course and the
course environment itself (Flowerdew, 2013).

According to Richterich and Chancerel (1980), generally, TSA and PSA are
combined in regards to creating needs analysis that best fits both the target and learners'
needs. Therefore, various data collection techniques are recommended to be utilised. For
instance, distributing questionnaires and Likert scales as well as conducting interviews are
recommended as it could uncover both the learners’ needs and target needs (Hutchinson &
Waters, 1987).

2.3 Software Engineering Program in Indonesia Vocational High School

6
 The Software Engineering Skills Program or Rekayasa Perangkat Lunak is one of the
skill competencies in the field of Computer and Information Technology which specifically
studies computer programming. Software engineering is the branch of computer science that
deals with the design, development, testing, and maintenance of software applications.
(https://www.mtu.edu/cs/undergraduate/software, 2023).
As for vocational high school, software engineering skills program is a basic program
to prepare students who aim to work in the field of software engineering. After graduating
from the school, students can work or continue to pursue undergraduate study.

2.4 Previous Study

A previous study conducted by Afandy, R in one vocational school in Medan stated

that the results of the data analysis show that the target needs of the students of software
engineering is reading and speaking skills. Afandy elaborated that reading and speaking skills
were needed because in their future they have to communicate with their clients. Moreover,
to improve their legal knowledge, they have to be familiar with legal terms. (Afandy, R.
2015).The results of the research conveyed that the existing reading materials were mostly
irrelevant because the title and content of the material was not appropriate and was not
required for the students majoring in software engineering. The new English reading
materials and syllabus were developed based on the students need related to the workplace.

7
 CHAPTER III

METHODOLOGY

3.1 Research Design

In regards to finding out to what extent the ESP teaching and learning for accounting
students meet their current and future needs, this study adopted a case study research design
with qualitative content analysis method. Regarding the research instruments, this study
utilizes needs analysis questionnaires (pen and paper) and interview analysis.

3.2 Research site and participant

This study is conducted at a software engineering study (RPL) program in one of

private vocational high schools (SMK) in Bandung. This particular vocational high school is
chosen due to the reason that its software engineering study program provides the teaching of
ESP for stated program from the level 10 up to level 12.

8
 The participants of this study are two classes of 22 level 10 students and 11 students
of level 12 majoring in Software Engineering study program and one English teacher. The
level 10 students have been exposed to learning English for about half of the first semester by
one English teacher who teaches English in the school. The 22 students contributed to fill in
the needs analysis questionnaires while the English teacher became the interviewee in the
interview session. Moreover, in order to collect richer data, two students were chosen using
purposive sampling to be interviewed.

The 11 lstudents of evel 12 are in their last year. They participated in filling in the
questionnaires (pen & paper) and two selected students were selected to be interviewed.

Two levels of class participants were selected in order to compare the needs analysis of two
different levels of class. Level 10 students are still on their initial phase of study which might
hold different awareness of their needs compared to level 12 students who are ready to
graduate in several months from now.

3.3 Data Collection

The data collected in this study are in forms of needs analysis questionnaires (pen and paper)
and interview. The questionnaires were delivered and collected on site to the level 10
students on the 16th of October 2023. For the interview sessions, teacher interview were
conducted on the same day, while students interviews were conducted later on 23rd of October
2023, on site. At the same day, questionnaire were handed out to 11 students of level 12
students. The students interview was later conducted on Wednesday, 22nd of November
2023.

3.4 Data Analysis

The data analysis of this study includes questionnaires analysis and interview
analysis. In analysing the questionnaires, the inquirer uses a method derived from

9
Chatsungoen (2015) needs analysis which includes analysing students’ self-evaluation of
general English skills, difficulties in learning English for software engineering, and needs in
learning specific English for software engineering. The interview sessions would be analyzed
by highlighting the emerging themes from both the teacher’s and the students’ interview
transcripts.

CHAPTER IV

FINDINGS AND DISCUSSION

In this section, the inquirer reports the needs analysis result of the English Language
Needs Questionnaires delivered at one of private vocational high schools in Bandung. The
questionnaires were delivered with the intention to deeply dig into the needs of RPL students
in learning English. Furthermore, the needs analysis questionnaires were delivered on hand to
17 students of level 10 and 11 students of level 12.

10
Thus, this sections reports the needs analysis findings based on the 22 responses of 22
students of level 10 and 11 students of level 12, which are reported in four sections: (1)
findings on students’ general information and general English self-evaluation, (2) findings on
students’ difficulties in using English in software engineering program, (3) findings on
students’ needs of using English in software engineering program and (4) summary of
students’ difficulties and needs in using English in software engineering program.

4.1. Findings on Students’ General Information and General English Self-Evaluation

a). General information about the students

This part of the findings describes the first section of the questionnaire based on the
responses of 22 students of level 10 and 11 students of level 12. The majority of level 10
students responding to the questionnaires are male (77.3%) with only 22.7% female
respondents, while the majority of level 11 students are male (90.9%) with only 9.1% female
(1 person).

b). Frequency of how important learning English is in the major the students take

The data shown in Table 1.1 below suggests that students’ responses range from “highly
unimportant” to “highly important”. Additionally, the majority of level 10 students (59.1%)
perceive English language as “highly important” in software engineering study program with
31.8% view that English is “important”, while only 9.1% view that English is “important
enough.”

Meanwhile, the majority of level 12 students (63.6%) agreed that English is “highly
important”, and the rest stated “important”.

Table 1.1 The Importance of English Language in Software Engineering Study Program
Perceived by Software Engineering Students

11
 Level of urgency Number of students Percentage Number of students Percentage
(level 10) (level 12

Highly important 13 59.1% 7 63.6%

Important 7 31.8% 4 36.4%

Important enough 2 9.1%

Not so important

Total 22 100% 11 100%

Table 1.2 The Distribution of Students’ Self-Evaluation of General English Ability

Table 1.2.a. Level 10 Students

Very good Good Weak Slightly weak Very weak

Number of students and percentage

Speaking 5 (22.8%) 9 (40,9%) 6 (27.3) 2 (9.1%)

Listening 10 (45.5%) 9 (40.9%) 2 (9.1%) 1 (4.5%)

Writing 12 (54.5%) 6 (27.3%) 3 (13.6%) 1 (4.5%)

Reading 1 (4.5%) 15 (68.1%) 3 (13.6%) 1 (4.5%) 2 (9.1%)

Vocabulary 5 (22.8) 12 (54.5%) 4 (18.2%) 1 (4.5%)

Grammar 6 (27.3%) 12 (54.5%) 2 (9.1%) 2 (9.1%)

Table 1.2.b.Level 12 Students

12
 Very good Good Weak Slightly weak Very weak

Number of students and percentage

Speaking 1 (9.1%) 6 (54.5%) 4 (36.4)

Listening 7 (63.6%) 4 (36.4)

Writing 6 (54.5%) 5 (22.8%)

Reading 2 (18.2%) 8 (72.7%) 1 (9.1%)

Vocabulary 2 (18.2%) 8 (72%) 5 (22.8%)

Grammar 1 (9.1%) 5 (22.8] 5 (22.8%)

As shown in table 1.2.a, the majority of the students of level 10 perceived that they are good
in reading, proven by 15 (68.1%) students voted good in reading skill. While in the opposite,
the majority of the students seemed to have weakness on vocabulary and grammar, proven by
the same numbers of 12 students (54.5%) out of 22 students voted “weak” on vocabulary and
grammar.

Meanwhile, the majority of level 12 students, 8 (72.7%) out of 11 students, claimed that they
are good in reading and vocabulary. On the other hand, 5 (22.8%) out of 11 level 12 students
stated that they are weak in writing, vocabulary and grammar.

4.1.2. Findings on English Language Difficulties

The Questionnaire on Language Difficulties reports the students’ difficulties with six English
language skills (listening, speaking, reading, writing, vocabulary, and grammar). The findings
are presented in the table where the percentage of each amount is provided as well.

1) Listening

The ratings of the 22 students of level 10 and 11 students of level 12 varied from “strongly
difficult” to “very easy”: (1) Strongly difficult (Sangat sulit), (2) Difficult (Sulit), (3)
Moderately difficult (Sedang) ,(4) Easy (Mudah), (5) Very easy (Sangat Mudah). The results
will be shown in the table below.

13
Table 2.1 The Distribution of Students’ Difficulties in Listening skills

Table 2.1.a. Level 10 students

No. Level of difficulty

Required English Language Strongly Difficult Moderately Easy Very

Skill Difficult Difficult easy

1. Listening to teacher’s 2 13 6 1
instructions (9.1%) (59.1%) (27.3%) (4.5%)

2. Listening to teacher’s English 3 13 4 1

materials presentations (13.7%) (59.1%) (18.2%) (4.5%)

3. Listening to classmates’
presentations and class 3 14 5
discussions in English (13.7%) (43.6%) (22.7%)

4. Listening to various medias

such as TV, radio, podcasts, 4 8 8
or any other medias in English (18.2%) (36.4%) (36.4%)

14
No Level of difficulty
Strongly Difficult Moderately Easy Very
Required English Language Difficult Difficult Easy
Skills
1. Listening to teachers’ 2 4 2 3
instructions (18.2%) (36.4%) (18.2% (27.3%)
)
2. Listening to teacher’s 1 5 1 4
English materials (9.1%) (45.5%) (9.1%) (36.4%)
presentations
3. Listening to classmates’
presentations and discussions 3 5 3
in English (27.3%) (45.5%) (27.3%
)
4. Listening to various medias
as TV, radio, podcasts, or 1 1 9
any other medias in English (9.1%) (9.1%) (81.9%)

Table 2.1.b. Level 12 students

From the above tables, it can be inferred that the majority of level 12 students (81.9%) stated
that they have a moderate difficulty in listening to various medias in English. Only one
student stated that listening to various medias in English is strongly difficult. Meanwhile,
level 10 students shared the same moderate understanding of listening to teacher’s
instructions and materials presentations (both 59,1%). It means that the majority of the
students have difficulties to receive spoken information in the classroom, especially when the
lecturers is delivering their lessons in class.

15
2). Speaking

The ratings of the students varied from “strongly difficult” to “easy”. The results will be
shown in Table 2.2 below.

Table 2.2 The Distribution of Students’ Difficulties in Speaking

Table 2.2.a. Level 10 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. Interacting and 1 4 13 4
communicating using (4.5%) (18.2%) (59.1%) (4.5%)
English with classmates

2. Doing an English 11 8 3
presentation in class (50%) (36.4%) (13.6%)

3. Stating your opinion or 1 10 11

idea at a class (4.5%) (45.5%) (36.4%)
presentation
4. Explaining information 1 14 7
about the lesson of (4.5%) (63.6%) (31.9%)
software engineering.
5. Pronunciation 4 15 3
(18.2%) (68.1%) (13.6%)
6. Doing telephone
conversations in 8 3
English (36.4%) (13.6%)

16
Table 2.2.b. Level 12 Students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. Interacting and 8 3
communicating using (72.8%) (27.3%)
English with classmates
2. Doing an English 1 3 6 1
presentation in class (9.15) (27.3%) (54.5%) (9.15%)

3. Stating your opinion or 2 6 3

idea at a class (18.2%) (54.5%) (27.3%)
presentation
4. Explaining information 1 4 5 1
about the lesson of (9.15%) (36.4%) (45.5%) (9.15%)
software engineering.
5. Pronunciation 4 5 3
(36.4%) (45.5%) (27.3%)
6. Doing telephone 1 3 5 2
conversations in English (9.1%) (27.3%) (45.5%) (18.2%)

As shown in Table 2.2, the majority of level 10 students, 15 (68.1%) out of 22, have
difficulty in explaining information about the lessons of software engineering.. They also
found that pronounciation is difficult, proven by the number of 14 (63.6%) students choose
“moderately difficult.” It means that, the majority of the students are still struggling with
pronounciation, which may influence their confidence when it comes to doing English
presentation in class.

Meanwhile, half of the students of level 12 (54.5%) only found it “moderately difficult” in
doing presentation in class. The number of 8 students (72.8%) voted “moderately difficult” in

17
interacting and communicating using English with classmates. This may be because they do
not have much opportunities to practice speaking with their classmates. Furthermore, almost
half of the students of level 12 thought that pronounciation is not their biggest challenge since
they voted for “moderately difficult.”

3. Reading
The ratings of the students varied from “strongly difficult” to “very easy”. The results will be
shown in Table 2.3 below.

Table 2.3 The Distribution of Students’ Difficulties in Reading

Table 2.3.a. Level 10 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. Reading and
understanding written 1 12 9
English instructions of the
lessons in class (4.55%) (54.5%) (41%)

2. Reading and
understanding information 5 11 5 1
about the lessons from the (22.7%) (50%) (13.6%) (4.55%)
internet in English
3. Reading and
understanding the content 9 17 6 1
of English textbook on (41%) (77.3%) (27.3%) (4.55%)
software engineering.
4. Reading and
understanding
articles/journals on 15 10 7 1
software engineering in (68.2%) (45.5%) (32.8%) (4.55%)
English

18
Table 2.3.b. Level 12 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. Reading and
understanding written 1 3 5 2
English instructions of the
lessons in class (9.1%) (27.3%) (35.7%) (18.2%)

2. Reading and
understanding information 2 4 4 1
about the lessons from the (18.2%) (36.4%) (36.4%) (9.1%)
internet in English
3. Reading and
understanding the content 3 5 2 1
of English textbook on (27.3%) (35.7%) (18.2%) (9.1%)
software engineering.
4. Reading and
understanding 4 5 1 1
articles/journals on (36.4%) (35.7%) (9.1%) (9.1%)
software engineering in
English

As shown in Table 2.3.a, majority of the level 10 students (68.2%) found it difficult when it
comes to the activities of reading and understanding English article/journals related to their
study. Meanwhile, the majority of the students (77.3%) voted moderately difficult in reading
and understanding English textbook related to software engineering. This means that they
perceive that the materials in the textbook is easier to understand compared to the articles and
journals
Meanwhile, fron the table 2.3.b,, it can be inferred that the level 12 students have the same
level of difficulties in reading and understanding textbook as well as journals articles in
English.

19
 4. Writing

The ratings of the students varied from “strongly difficult” to “moderately difficult”. The
results will be shown in Table 2.4 below.

Table 2.4 The Distribution of Students’ Difficulties in Writing

Table 2.4.a. Level 10 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

Language Skills Difficult Difficult Easy
1. Writing instructions and
information delivered in 7 8 7
English in class
(31.9%) (27.3%) (35.7%)
2. Writing CV/resume in 2 3 13 3
English (9.1%) (13.6%) (59.1%) (13.6%)

3. Writing explanation 2 9 10 1
about diagrams or (9.1%) (40.9%) (45.5%) (4.54%)
lessons tables in English
4. Writing emails in 1 2 9 10
English (4.54%) (9.1%) (40.9%) (9.5%)

Table 2.4.b. Level 12 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. Writing instructions and 1 7 3
information delivered in (9.1%) (63.6) (27.3%)
English in class

20
 2. Writing CV/resume in 1 6 4
English (9.1%) (54.5%) (36.4%)
3. Writing explanation 5 5 1
about diagrams or (45.5%) (45.5%) (9.1%)
lessons tables in English
4. Writing emails in 4 6 1
English (36.4%) (54.5%) (9.1%)

The results of students voted in writing skills shows a stand out percentage for some
activities. As shown in Table 2.4.a for level 10 students, the majority found it difficult to
write teacher’s instruction and information during the class, that 7 (31.9%) of 22 students
voted. In addition, higher percentage shows in the activity of writing explanation about
diagrams or lessons tables in English, which 9 (40.9%) students voted difficult. In
conclusion, most of the students’ main concern in English writing skill activity are in writing
explanations about diagrams and tables in English and rewrite teacher’s instruction of the
lessons during and after the class.

Meanwhile, students of level 12 also shared the same concern about writing explanation
about diagrams and tables in English, which 45.5% voted difficult. As for the task to write
emails in English, most of the students (54.5%) considered it easy.

5. Vocabulary

The ratings of the students varied from “strongly difficult” to “rarely difficult”. The results
will be shown in Table 2.5 below.

Table 2.5.a. Level 10 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. General English 6 8 8
vocabulary (27.3%) (36.4%) (36.4%)

21
 2. English vocabulary for 8 10 4
software engineering (36.4%) (45.5%) (18.2%)

Level 12 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. General English 7 4
vocabulary (63.6%) (36.4%)

2. English vocabulary for 1 8 2

software engineering (9.1%) (72.7%) (18.2%)
From the tables above, it is shown that the majority of the students of level ten (45.5%) have
moderate difficulty in mastering vocabulary for software engineering. This is also the case
with most of the level 12 (72.7%) students that voted moderately difficult for the same
vocabulary skill.

6. Grammar

The ratings of the students varied from “strongly difficult” to “very easy”. The results will be
shown in Table 2.6 below.

Table 2.6 The Distribution of Students’ Difficulties in Grammar

Table 2.6.a. Level 10 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. Understanding English 1 11 8 2
grammar used in daily (4.5%) (50%) (36.4%) (9.1%)
conversation

2. Understanding English

22
 Grammar related to 1 6 9 6
learning activities in (4.5%) (27.3%) (41%) (27.3%)
class

Table 2.6.b. Level 12 students

No. Level of difficulty

Required English Strongly Difficult Moderately Easy Very

. Language Skills Difficult Difficult Easy
1. Understanding English 6 5
grammar used in daily (54.5%) (45.5%)
conversation
2. Understanding English 3 5 3
Grammar related to (27.3%) (45.5%) (27.3%)
learning activities in
class

As shown in Table 2.6.a, half of 22 students (50%) found it difficult in understanding English
grammar used in daily conversation. Meanwhile, when it comes to English Grammar related
to class activities, majority of the students (41%) found it moderately difficult. As for level
12 students, 54.5% voted moderately difficult in understanding English grammar used in
daily conversation, and 45.5%, of 11 students voted for moderately difficult in understanding
English grammar related to learning activities in class.students vote for this with the
frequency of 37,5% . It indicates that most students found it difficult when it comes to
understanding grammar both in general or specified context of their major.

7) Findings on Students’ Difficulties of Using English in software engineering

program

To conclude the findings, in terms of difficulties of English tasks, most of the students
claimed that:

23
a) It is difficult for the students to receive spoken information in the classroom,
especially when the teacher is delivering t lessons in class.

b) It is difficult for students for level 10 and 12 to give information or opinion about the
lessons they already acquired in the classroom, and performing English presentation in class
as well.

c) It is difficult for both of level 10 and 12 students to read and understand English
articles/journals related to the study.

d) It is difficult for students of level 10 and 12 when it comes to English writing skill
activity especially in writing diagrams and tables and to rewrite teacher’s instruction of the
lessons during and after the class.

e) It is moderately difficult to understand both general English vocabulary and English

vocabulary specified for software engineering

f) It is moderately difficult when it comes to using grammar in academic settings,

especially about software engineering.

4.1.3. English Language Needs

The Questionnaire on Language Difficulties reports the students’ needs of six English
language skills (listening, speaking, reading, writing, vocabulary, and grammar). The inquirer
ranked the level of urgency (needs) into five levels: “strongly needed”, “needed”,
“moderately needed”, “slightly needed”, and “rarely needed”. The findings are presented in
the tables where the percentage of each amount is also provided to make the analysis process
easier.

1). Listening

The ratings of the students varied from “strongly needed” to “rarely needed”. The results
will be shown in Table 3.1 below.

Table 3.1 The Distribution of Students’ Language Needs of Listening Skill

Table 3.1.a. Level 10 students

24
 No. Levels of Urgency

Students’ English Language Strongly Needed Moderately Slightly Rarely

Skills Needs Needed Needed Needed Needed

1. Listening to teachers’ 3 6 10 2 1
instructions. (13.7%) (27.3%) (45.5%) (9.2%) (4.5%)

2. Listening to teacher’s English 6 5 9 2

materials presentations (27.3%) (22.7%) (40.9%) (9.1%)

3. Listening to classmates’ 3 6 8 4 1
presentations and class (13.7%) (27.3%) (36.4%) (18.2%) (4.5%)
discussions in English

4. Listening to various medias 4 7 7 3 1

such as TV, radio, podcasts, (18.2%) (31.8%) (31.8%) (13.7%) (4.5%)
or any other medias in English

Table 3.1.b. Level 12 students

The ratings varied from “strongly needed” to “slightly needed”

No. Levels of Urgency

Students’ English Language Strongly Needed Moderately Slightly Rarely

Skills Needs Needed Needed Needed Needed

1. Listening to teachers’ 3 1 5 2
instructions. (27.3%) (9.1%) (22.7%) (18.2%)

2. Listening to teacher’s English 4 1 6

materials presentations (36.4%) (9.1%) (54.5%)

3. Listening to classmates’ 7 4
presentations and class (63.6%) (36.4%)
discussions in English

4. Listening to various medias 2 5 3 1

such as TV, radio, podcasts, (18.2%) (45.5%) (27.3%) (9.1%)
or any other medias in English

As shown in Table 3.1, 8 (50%) out of 22 students of level 10 claims that the activities of
listening to lecturer, listening classmates’ presentation and class discussion in English, and

25
listening classmates’ presentation and class discussion in English are needed to be learned. It
means that, the majority of the students think that they need all of the listening tasks to be
learned.
For level 12 students, most students (63.6%) voted the need for listening skill to presentations
and class discussions. Then 45,5% out of 11 students thought that they need the skill of
listening to various medias in English.
These figures indicate that most of the students felt the need of listening skills, with the skill
on listening to various medias in English as their priority.

2) Speaking
The ratings of the students varied from “strongly needed” to “rarely needed”. The results will
be shown in Table 3.2 below.

Table 3.2 The Distribution of Students’ Language Needs of Speaking Skill

Table 3.2.a Level 10 students
No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

Language Skills Needs Needed Needed Needed Needed
1. Interacting and 1 10 6 4
communicating using (4.5%) (45.5%) (27.3%) (18.2%)
English with classmates

2. Doing an English 2 11 7 2
presentation in class (9.1%) (50%) (31.8%) (9.1%)

3. Stating your opinion or 2 8 5 4 2

idea at a class (9.1%) (36.4%) (22.7%) (18.2%) (9.1%)
presentation
4. Explaining information 9 8 5
about the lesson of (40.9%) (36.4%) (22.7%)
software engineering.
5. Pronunciation 3 5 12 2

26
 (13.6) (22.7%) (54.5%) (9.1%)
6. Doing telephone 7 9 6
conversations in (31.8%) (40.9%) (27.3%)
English

Table 3.2.b. Level 12 students

The ratings varied from “strongly needed to ”rarely needed”

No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

Language Skills Needs Needed Needed Needed Needed
1. Interacting and 2 2 6 1
communicati’ng using (18.2%) (18.2%) (54.5%) (9.1)
English with classmates

2. Doing an English 4 6 1
presentation in class (36.4%) (54.5%) (9.1%)

3. Stating your opinion or 4 6 1

idea at a class (36.4%) (54.5%) (9.1%)
presentation
4. Explaining information 6 3 2
about the lesson of (54.5%) (27.2%) (18.2%)
software engineering.
5. Pronunciation 5 3 1 2
(45.4) (27.2%) (9.1%) (18.2%)
6. Doing telephone 1 2 5 3

27
 conversations in (9.1%) (18.2%) (45.4%%) (27.2%)
English

It is shown in the table that a half number of 22 students of level 10 (50%) needed the skill to
do presentation in class, while the majority of level 12 students voted “needed” in explaining
information about the lesson of software engineering.

3) Reading
The ratings of the students varied from “strongly needed” to “rarely needed”. The results will
be shown in Table 3.3 below.

Table 3.3 The Distribution of Students’ Language Needs of Reading Skills

Table 3.3.a. Level 10 students
No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

Language Skills Needs Needed Needed Needed Needed
1. Reading and
understanding written 5 9 5 3
English instructions of the
lessons in class (22.7%) (41%%) (22.7%) (13.6%)

2. Reading and
understanding information 5 8 7 1 1
about the lessons from the (22.7%) (36.4%) (32%) (4.55%) (4.55%)
internet in English

3. Reading and
understanding the content 4 8 7 2 1
of English textbook on (18.2%) (36,4%) (32%) (9.1%) (4.55%)
software engineering.
4. Reading and

28
 understanding 3 9 7 2 1
articles/journals on (13.6%) (40.9%) (31,8%) (9.1%) (4.55%)
software engineering in
English

Level 12 students
The ratings varied from “strongly needed” to “slightly needed”.
No. Level of Urgency

Students’ English Strongl Needed Moderately Slightly Rarely

. Language Skills Needs y Needed Needed Needed
Needed
1. Reading and
understanding written 10 1
English instructions of the
lessons in class (91%) (9.1%)

2. Reading and
understanding information 9 1 1
about the lessons from the (81.8% (9.1) (9.1%)
internet in English
3. Reading and
understanding the content 8 1 1 1
of English textbook on (72.7) (9.1%) (9.1%) (9.1%)
software engineering.
4. Reading and
understanding 9 2
articles/journals on (81.8%) (18,8%)
software engineering in
English

As shown above, the majority of level 10 students felt the need of mastering the skill on
reading and understanding articles/journals on software engineering in English (40.9%). The
majority of students of level 12 (81.8%) were also agreed by voting strongly difficult to the
same skill. Almost all of the students of level 12 (91% of 11 students) also claimed that being
able to read and understand written English instructions of the lesson in class is strongly

29
needed. It indicates that almost all English reading activities are considered to be needed to
learned by all of the students.

4) Writing
The ratings of the students varied from “strongly needed” to “rarely needed”. The results will
be shown in Table 3.4 below.

Table 3.4 Distribution of Students’ Language Needs of Writing Skill

Table 3.4.a. Level 10 students
No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

. Language Skills Needs Needed Needed Needed Needed
1. Writing instructions and 3 8 8 1 1
information delivered in (13.6%) (36.4%) (36.4%) (4.5%) (4.5%)
English in class

2. Writing CV/resume in 3 5 9 4
English (13.6%) (22.7%) (41%) (18.2%
%)
3. Writing explanation 1 6 9 4
about diagrams or (4.5%) (27.3%) (41%) (18.2%)
lessons tables in English
4. Writing emails in 2 6 8 2 4
English (9.1%) (27.3%) (36.4%) (9.1%)

Table 3.4.b. Level 12 students

No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

. Language Skills Needs Needed Needed Needed Needed
1. Writing instructions and 1 7 3
information delivered in (9.1%) (63.6) (27.3%)
English in class

30
 2. Writing CV/resume in 1 6 4
English (9.1%) (54.5%) (36.4%)
3. Writing explanation 5 5 1
about diagrams or (45.5%) (45.5%) (9.1%)
lessons tables in English
4. Writing emails in 4 6 1
English (36.4%) (54.5%) (9.1%)

As shown above, writing resume or Curriculum Vitae (CV), and writing explanation about
diangrams and tables are both considered moderately needed by the students of level 10,
which voted by the same percentage of 41.% (9 students). On the other hand, 45.45 of the
level 12 students voted needed to writing explanation about diagrams or lessons tables in
English. As for the skill in writing emails in English, the significance number of students
(63.6%) voted “moderately needed”. This figure indicates that many aspects of writing skills
are needed by the students.

5) Vocabulary
The ratings of the students varied from “strongly needed” to “slightly needed”. The results
will be shown in Table 3.5 below.
Table 3.5.a. Level 10 students

No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

. Language Skills Needs Needed Needed Needed Needed
1. General English 5 9 6 2
vocabulary (22.7%) (40.9%) (27.2%) (9.1%)

2. English vocabulary for 7 6 7 2

software engineering (31.8%) (27.2%) (31.8%) (9.1%%)

Table 3.5.b. Level 12 students

No. Level of Urgency

31
 Students’ English Strongly Needed Moderately Slightly Rarely
. Language Skills Needs Needed Needed Needed Needed
1. General English 10 1
vocabulary (90.1%) (9.1%)

2. English vocabulary for 10 1

software engineering (90.1%) (9.1%)

Table 3.5.a, shows that 9 (40.9%) out of 22 students of level 10 claimed that general English
vocabulary is needed to learn and 7 (31.8%) out of 22 students claimed that vocabulary for
software engineering major is needed as well. Meanwhile, almost all of the students of level
12 (90.1%) agreed that they strongly need both general Engish and software engineering
vocabulary. It means that most of the students think that they both need to learn both English
vocabulary in general and English in specific context for their major.

6) Grammar

The ratings of the students varied from “strongly needed” to “slightly needed”. The results
will be shown in Table 3.6 below.

Table 3.6 Distribution of Students’ Language Needs of Grammar

Level 10 students

No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

. Language Skills Needs Needed Needed Needed Needed
1. Understanding English 1 10 9 2
grammar used in daily (4.5%) (45.4%) (41%) (9.1%)
conversation

2. Understanding English 1 11 7 3
Grammar related to (4.5%) (50%) (31.8%) (13,6%)

32
 learning activities in
class

Level 12 students

No. Level of Urgency

Students’ English Strongly Needed Moderately Slightly Rarely

. Language Skills Needs Needed Needed Needed Needed
1. Understanding English 6 4 1
grammar used in daily (54.5%) (36.3%) (4,5%)
conversation

2. Understanding English 7 3 1
Grammar related to (63.6%) (27.2%) (4.5%)
learning activities in
class

Table 3.6.a., displays that 10 of 22 students of level 10 (45.4%) perceived that English
grammar for daily conversation is needed. The number of 11 students (50%) also voted for
the need of Ennglish grammar related to learning activities in class. Moreover, as shown in
Table 3.6, the use of grammar in daily conversation is strongly needed for 6 out of 11
students of level 12 (54.5%), while for the use of grammar in academic settings, 7 out of 11
students (63.6%) also considered it as strongly needed. It indicates that the majority of the
students have the consciousness of the importance of English grammar both in academic
settings and daily conversation, with the use in academic settings taking the highest priority.

g) Findings on Students’ Needs of Using English in Software Engineering Study

Program

To conclude the findings, in terms of the needs of English tasks, most of the students claimed
that:

1) It is needed for both level 10 and 12 students to learn all of the listening tasks,
especially listening to class presentations and discussions, yet listening to various medias in
English is their main priority.

33
2) Most of level 10 students needed the skill to do presentation in class, while the
majority of level 12 students set their priority on the need in explaining information about the
lesson of software engineering.

3) The ability to write resume and curriculum vitae (CV) is on top of students’ priorities
to learn when it comes to writing tasks.

4) Learning general vocabulary and vocabulary in specific context for their major
needed to learn.

5) Learning both the use of grammar in academic settings and daily conversation are
needed, with the use in academic settings taking the highest priority.

4.2. Findings from Interview

From the interview sessions with the only English teacher, it is found that the teacher
two years of experience in teaching English in the vocational senior high school. It is
revealed from the interview that she is well acknowledged that the school has not fully
implemented ESP for all the specific programs, and faces some barriers in teaching English
since the majority of the students are lacking in general English vocabulary, let alone specific
vocabulary of software engineering terminology . It is stated in the interview excerpt
sample#1 as follows:

Sample#1

“Secara keseluruhan, pembelajaran bahasa Inggris di sini mencakup semua kompetensi itu,
ya. Listening, reading, speaking, writing, dan presenting. Saya fokusnya di situ dulu, meski
ingin juga ke conversation ya. Hanya saja mereka itu lack of vocabulary. Nah, kalau dari
listening, reading dan lainnya itu kan sudah mencakup belajar vocab juga. Jadi, kalau sudah
bisa vocab, tahu apa arti kata, jadi akan mudah.”

Translation:

“Overall, our English learning program covers all the essential competencies, including
listening, reading, speaking, writing, and presenting. Although I would like to engage in
conversation, I think it’s best to prioritize learning vocabulary first. It is worth noting that

34
building vocabulary is also a crucial part of listening, reading, and other language skills.
Therefore, if you can master the words and their meanings, learning English will become
easier.”

In terms of teaching materials, she typically uses textbook and materials from the
internet. For the time being, she still focuses on general English and all aspects of English
learning which are listening, reading, speaking, writing and also presenting. When it comes
to materials about job applications, the teacher mostly focuses on helping students with their
writing and speaking skills. She provides guidance on crafting CVs, personal statements, and
cover letters, as well as preparing for interviews by teaching expressions and how to respond
to interviewer inquiries.

Regarding the students, when they were asked about why they think English is
important - as they stated in the questionnaire - almost all of them had the same perspective.
They believe that having proficiency in English language will prove to be beneficial for their
future careers.

CHAPTER V

CONCLUSION

Based on the analysis of the findings, it could be concluded that majority of the students of
software engineering program in the particular vocational high school perceive that they are
in urge of needing more speaking skill, especially due to the lack of vocabulary and poor
pronounciation. Their main challenge is when they have to speak in class presentations or
just to state their opinion or question in class using English. The data also reveals that they
also have a difficulty in English writing skill, especially in writing job application in English.

35
Furthermore, in terms of students' general needs, the data shows the importance to learn the
two English skills mentioned in the findings of students’ difficulties of learning English.
When it comes to students’ specific needs, learning English in accordance with students’
major is needed as in the near future they are required to understand various software
engineering terminology as well as instructions and directions related to the programs.

In line with the above statement, it is concluded that students require more resources and
practices relevant to their specific majors in order to increase their English language
competency to pursue future career opportunities. Hopefully, this English needs analysis
study in a broader context will motivate teachers and educators to develop the best technique
and guidelines for teaching English that are more particular to students' different majors in
vocational high school, especially in software engineering program.

REFERENCES

Afandy,R.(2015). Developing ESP Materials for The Students of The Software Engineering
Based on Problem Based Learning at The Alwasliyah Teladan Vocational School,
Jurnal Tabularasa PPS UNIMED Vol.12 No. 2
https://www.academia.edu/31528621/DEVELOPING_ESP_TEACHING_MATERIA
LS_FOR_THE_STUDENTS_OFTHE_SOFTWAREENGINEERINGBASED_ON_PR

36
 OBLEM_BASED_LEARNING_AT_THE_AL_WASHLIYAHTELADAN_VOCATI
ONAL_SCHOOL?email_work_card=title

Basturkmen, H. (2010). Developing courses in English for specific purposes. Basingtoke :

Palgrave Macmillan.

Chambers, F. (1980). A re-evaluation of needs analysis in ESP. The ESP Journal 1 (1), 25-33,
1980.

Chatsungnoen, Paweena. 2015. Needs Analysis for an English for Specific Purposes (ESP)

Course for Thai Undergraduates in a Food Science and Technology Program.

Dissertation for Doctor of Philosophy Degree, Massey University, Palmerston North,
New Zealand, https://mro.massey.ac.nz/bitstream/handle/10179/12359/02_whole.pdf?
sequence=2&isAllowed=y

Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A Multi-Disciplinary

Approach. Cambridge: Cambridge University Press.

Flowerdew, J.(2013). Discourse in English Language Education. Routledge

Long, M. (2005). Methodological Issues in Learner Needs Analysis. In M. H. Long (Ed.),

Second Language Needs Analysis (pp. 19-76). Cambridge: Cambridge University
Press.

Lorenzo, F. (2005). Teaching Eanglish for specific purposes. UsingEnglish.com

http://www.usingenglish.com/teachers/articles/teaching-englishforspecific-purposes-
esp.html

Paltridge, Brian and Sue Starfield (eds.). 2013. The Handbook of English for Specific
Purposes. Boston: Wiley-Blackwell.

Richterich, R. and Chancerel, J. L.: 1980, Identifying the needs of adults learning a foreign

language. Pergamon Press, Oxford.

Seedhouse, P. (1995). Needs Analysis and the General English Classroom. ELT Journal, 49,
59-65.

https://www.scirp.org/reference/referencespapers?referenceid=1568183

37
Sujana, I. M. (2005). Establishing English Competencies for Students of Tourism
Department. http://www.geocities.com/nuesp/paper_10.htm

APPENDICES

QUESTIONNAIRES OF ENGLISH LANGUAGE SKILLS IN SOFTWARE ENGINEERING

PROGRAMS

Part 1. Background Information

1. Nama :
2. Kelas :
3. Jenis Kelamin :

38
 4. Apakah alasan Anda memilih jurusan kompetensi keahlian Rekayasa Perangkat
Lunak?
5. Pernahkah Anda mengikuti program kursus Bahasa Inggris sebelumnya?
a. Pernah
b. Tidak
6. Seberapa penting bagi Anda pembelajaran Bahasa Inggris di jurusan yang Anda
pilih di sekolah:
a. Sangat Penting
b. Penting
c. Agak penting
d. Kurang Penting
7. Menurut Anda, bagaimana tingkat kemampuan Bahasa Inggris Anda secara umum:

Sangat Agak Sangat

Baik Kurang
Baik Kurang Kurang

Speaking

Listening

Writing

Reading

Vocabular
y

Grammar 1 2 3 4 5

Part 2: Kesulitan Dalam Pembelajaran Bahasa Inggris di kelas

39
1. Listening

1. Saya mengerti instruksi guru dalam

1 2 3 4 5
Bahasa Inggris

2. Saya mengerti apabila guru

menjelaskan materi dalam Bahasa 1 2 3 4 5
Inggris

3. Saya mengerti presentasi dan

1 2 3 4 5
diskusi kelas dalam Bahasa Inggris

4. Saya mengerti siaran TV, Radio,

podcast, dan media berbahasa 1 2 3 4 5
Inggris lainnya.

1= Sangat Sulit , 2= Sulit, 3= Sedang, 4= Mudah, 5= Sangat Mudah.

2. Speaking

5. Saya bisa berkomunikasi dengan

teman di kelas menggunakan 1 2 3 4 5
Bahasa Inggris

6. Saya bisa menyampaikan

presentasi dalam Bahasa Inggris
1 2 3 4 5
terkait pembelajaran bidang RPL
dikelas

7. Saya bisa mengemukakan opini

atau pendapat di kelas dalam 1 2 3 4 5
Bahasa Inggris

8. Saya mampu menjelaskan

informasi terkait pembelajaran
1 2 3 4 5
bidang RPL di kelas dalam Bahasa
Inggris

9. Pronunciation/ pengucapan saya

1 2 3 4 5
dalam Bahasa Inggris

40
 10. Saya bisa melakukan percakapan di
1 2 3 4 5
telepon dalam bahasa Inggris
1= Sangat Sulit , 2= Sulit, 3= Sedang, 4= Mudah, 5= Sangat Mudah.

3. Reading

11. Saya bisa dan mengerti membaca

panduan atau instruksi tertulis
1 2 3 4 5
terkait pembelajaran bidang RPL di
kelas

12. Saya bisa dan mengerti membaca

informasi terkait bidang RPL 1 2 3 4 5
dalam Bahasa Inggris di internet

13. Saya bisa dan mengerti membaca

buku tentang RPL dalam Bahasa 1 2 3 4 5
Inggris

14. Saya bisa dan mengerti membaca

artikel/jurnal tentang RPL dalam 1 2 3 4 5
Bahasa Inggris

1= Sangat Sulit , 2= Sulit, 3= Sedang, 4= Mudah, 5= Sangat Mudah.

4. Writing

15. Saya bisa menulis instruksi dan

informasi yang guru sampaikan di 1 2 3 4 5
kelas dalam Bahasa Inggris

16. Saya bisa menulis biodata dan

resume dalam Bahasa Inggris 1 2 3 4 5
untuk melamar pekerjaan nanti

17. Saya mampu menuliskan

penjelasan tentang diagram atau
1 2 3 4 5
tabel pelajaran di sekolah dalam
Bahasa Inggris

41
 18. Saya bisa menulis email dalam
1 2 3 4 5
Bahasa Inggris
1= Sangat Sulit , 2= Sulit, 3= Sedang, 4= Mudah, 5= Sangat Mudah.

5. Vocabulary

19. Kosakata umum Bahasa Inggris 1 2 3 4 5

20. Kosakata khusus terkait bidang

1 2 3 4 5
RPL dalam Bahasa Inggris

1= Sangat Sulit , 2= Sulit, 3= Sedang, 4= Mudah, 5= Sangat Mudah.

6. Grammar

21. Grammar Bahasa Inggris dalam

1 2 3 4 5
percakapan sehari-hari

22. Grammar Bahasa Inggris terkait

1 2 3 4 5
pembelajaran RPL di kelas

1= Sangat Sulit , 2= Sulit, 3= Sedang, 4= Mudah, 5= Sangat Mudah

Part 3. Kebutuhan Dalam Pembelajaran Bahasa Inggris di Kelas

1. Listening

1. Saya mengerti instruksi guru dalam

1 2 3 4 5
Bahasa Inggris

2. Saya mengerti apabila guru

menjelaskan materi dalam Bahasa 1 2 3 4 5
Inggris

3. Saya mengerti presentasi dan

1 2 3 4 5
diskusi kelas dalam Bahasa Inggris

4. Saya mengerti siaran TV, Radio, 1 2 3 4 5

42
 podcast, dan media berbahasa
inggris lainnya.

1= Sangat Perlu , 2= Perlu, 3= Cukup Perlu, 4= Agak Perlu, 5= Jarang Perlu.

2. Speaking

5. Saya bisa berkomunikasi dengan

teman dikelas menggunakan 1 2 3 4 5
Bahasa Inggris

6. Saya bisa menyampaikan

presentasi dalam Bahasa Inggris
1 2 3 4 5
terkait pembelajaran bidang RPL
dikelas

7. Saya bisa mengemukakan opini

atau pendapat dikelas dalam 1 2 3 4 5
Bahasa Inggris

8. Saya mampu menjelaskan

informasi terkait pembelajaran
1 2 3 4 5
bidang RPL dikelas dalam Bahasa
Inggris

9. Pronunciation/ Pengucapan saya

1 2 3 4 5
dalam Bahasa Inggris

10. Saya bisa melakukan percakapan

telepon dalam bahasa Inggris
1= Sangat Perlu , 2= Perlu, 3= Cukup Perlu, 4= Agak Perlu, 5= Jarang Perlu.
.
3. Reading

43
 11. Saya bisa dan mengerti membaca
panduan atau instruksi tertulis
1 2 3 4 5
terkait pembelajaran bidang RPL di
kelas

12. Saya bisa dan mengerti membaca

informasi terkait bidang RPL 1 2 3 4 5
dalam Bahasa Inggris di internet

13. Saya bisa dan mengerti membaca

buku tentang RPL dalam Bahasa 1 2 3 4 5
Inggris

14. Saya bisa dan mengerti membaca

artikel/jurnal tentang RPL dalam 1 2 3 4 5
Bahasa Inggris

1= Sangat Perlu , 2= Perlu, 3= Cukup Perlu, 4= Agak Perlu, 5= Jarang Perlu.

4. Writing

15. Saya bisa menulis instruksi dan

informasi yang guru sampaikan di 1 2 3 4 5
kelas dalam Bahasa Inggris

16. Saya bisa menulis biodata dan

resume dalam Bahasa Inggris 1 2 3 4 5
untuk melamar pekerjaan nanti

17. Saya mampu menuliskan

penjelasan tentang diagram atau
1 2 3 4 5
tabel pelajaran di sekolah dalam
Bahasa Inggris

18. Saya bisa menulis email/surat

dalam Bahasa Inggris
1= Sangat Perlu , 2= Perlu, 3= Cukup Perlu, 4= Agak Perlu, 5= Jarang Perlu.

44
 5. Vocabulary

19. Kosakata umum Bahasa Inggris 1 2 3 4 5

20. Kosakata khusus terkait bidang

1 2 3 4 5
RPL dalam Bahasa Inggris

1= Sangat Perlu , 2= Perlu, 3= Cukup Perlu, 4= Agak Perlu, 5= Jarang Perlu.

6. Grammar

21. Grammar Bahasa Inggris dalam

1 2 3 4 5
percakapan sehari-hari

22. Grammar Bahasa Inggris terkait

1 2 3 4 5
pembelajaran RPL di kelas

1= Sangat Perlu , 2= Perlu, 3= Cukup Perlu, 4= Agak Perlu, 5= Jarang Perlu.

Questions list : Interview with the English Teacher (SMK – Bandung)

1. Sudah berapa lama Ibu mengajar Bahasa Inggris secara keseluruhan?

2. Sudah berapa lama mengajar Bahasa Inggris di SMK Sumatra 40 jurusan kompetensi
keahlian Rekayasa Perangkat Lunak (RPL)?

3. Berapa jam pelajaran Bahasa Inggris dalam satu minggu?

4. Apa saja materi dan bahan ajar yang digunakan?

5. Ibu lebih memfokuskan ke aspek apa dalam pengajaran Bahasa inggrisnya? Apakah ke
general English ataukah lebih fokus ke aspek RPL-nya?

6. Bagaimana mengenai persiapan tujuan pembelajaran dan kegiatan untuk siswa? Mungkin bisa
diceritakan sedikit tentang persiapan menyusun RPP/ modul ajar.

7. Ketika mengikuti bahan ajar berbentuk written dan spoken, lebih fokus kemana, apakah
grammar atau mencari main ideas sebuah text atau fungsi text?

45
8. Untuk metode pembelajaran apakah ada pertimbangan dalam mengadaptasi metode dalam
menyusun pembelajaran?

9. Dalam pemilihan materi belajar, apakah hanya mengikuti RPP/modul ajar yang ada atau juga
menambahkan dari sumber lain?

10. Menurut Ibu pribadi, kira-kira skill bahasa Inggris apa saja yang dibutuhkan siswa?

11. Sejauh ini, secara umum, bagaimana menurut Ibu mengenai penguasaan skill reading, writing,
listening dan presenting yang dimiliki siswa?

12. Menurut Ibu, bagaimana penerapan Bahasa Inggris khusus di jurusan ini? Apakah sudah
bagus atau butuh perbaikan?

13. Apakah ada hambatan dalam mengajar Bahasa Inggris di sekolah? Baik dari segi siswa,
materi, bahan ajar, dan lainnya?

14. Menurut ibu, di jurusan ini apakah kurang atau sudah cukup diberi informasi tentang Bahasa
Inggris untuk specific purposes? Apakah ada seminar atau pelatihan khusus untuk guru?

15. Adakah concerns atau harapan Ibu tentang kebutuhan siswa? Mungkin ada pendapat yang
ingin Ibu sampaikan?

Questions for students (interview)

1. Sudah berapa lama belajar Bahasa Inggris secara umum?

2. Di sekolah ini Bahasa Inggrisnya belajar apa saja?

3. Bagaimana penyampaian materi Bahasa Inggris di kelas, menggunakan bahan apa saja selain
buku?

4. Kalau berupa video, biasanya materinya tentang apa saja? Misal apakah tentang general
English atau ada yang khusus sesuai jurusan?

5. Bagaimana menurutmu pentingnya bahasa Inggris untuk dunia kerja di bidang kalian nanti?

6. Biasanya guru kalau mengajar di kelas lebih sering fokus ke skill yang mana? Reading,
writing, listening, speaking, atau presenting?

7. Kalian lebih senang diajar dengan bahan ajar apa?

8. Menurut kalian, skill Bahasa Inggris yang paling penting untuk di jurusan itu skill apa?

46
9. Skill mana yang paling sulit menurut kalian?

10. Menurut kalian, selama belajar Bahasa Inggris di jurusan, apakah sudah merasa cocok dengan
tujuan kerja nanti?

11. Sering ada tugaskah? Berupa apa biasanya?

12. Ketika merasa kesulitan waktu mengerjakan tugas, , apakah kalian suka diskusi dengan guru?

13. Kesulitan apa saja yang biasanya ditemui di mata pelajaran Bahasa Inggris?

14. Ada pesan-pesan untuk guru Bahasa Inggrisnya?

Textbook materials

1. Title of the textbook: Forward An English 1. Course for vocational students grade X.
Publisher: : Erlangga
Author: : Shyla K. Lande / Eka Mulya Astuti
Year published : 2020

47
2. Title of textbook : Forward An English 2. Course for vocational students grade XII.

Publisher: : Erlangga

Author : Shyla K. Lande / Eka Mulya Astuti

Year published : 2020

MODULE

English For Specific Purposes on Software Engineering

https://online.flippingbook.com/view/359992640/

48