NEED ANALYSIS FOR ENGLISH LEARNING IN PAI STUDENTS USING MUNBY

THEORIES

This paper was prepared to fulfill one of the course assignments :

English Spesific Purpose

Lecturing By:

Yuwin Rustam Saleh, S.pd, M.pd

By :

Mohamad Hendri Y. Pakaya

Nolan Musa

Musrifa

TADRIS BAHASA INGGRIS

FALKUTAS ILMU TARBIYAH DAN KEGURUAN

IAIN SULTAN AMAI GORONTALO

2022
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 CHAPTER I

INTRODUCTION

A. Background
ESP (English for Specific Purposes) is the activity of teaching learning of specific
skills and language needed by particular learners for a particular purpose. This purpose must
be a professional purpose, means the purpose is in the form of a set of skills that learners
currently need or will need in their professional careers. It can be include business skills, such
as English for Job-hunting or Presentations. ESP tends to focus on the learners' ability to
function effectively at work, rather than purely their level of English. 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.
Broadly defined, needs analysis (NA) is a procedure to collect information about
learners' needs (Richards, 2001). In the last few years, needs analysis researches have tended
to an increased interest in investigating the most effective ways of improving the ability of
workers in using ESP in the workplace. Need analysis has a vital role in the process of
designing and carrying out any language course, whether it be English for Specific Purposes
(ESP) or general English course.
B. Problem Formulation
The formulation of the problem in this paper is to analyze the needs of PAI study
program students in English courses using Munby's Theory
C. Purpose
This paper aims to determine the need analysis in the PAI study program in English
courses using Munby's Theory.

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 CHAPTER II

DISCUSSION

A. Definition of Need Analysis

Needs analysis is a Systematic process to acquire an accurate thorough picture of the

weaknesses and strengths of a school group that can be used in response to the academic and
course needs of all students for improving student achievement and meeting challenging
academic and course standards. Process that collects and examines information about
achievement issues and then utilizes that data to determine priority goals, to develop a plan,
and to allocate funds and resources (Eva M Kubinski, M.S. Comprehensive Regional
Assistance Center – Region VI South Dakota Title I Schoolwide Conference September 27,
1999).

There are some others definition of needs Analysis, such as:“All effective training begins
with needs analysis. The training needs survey measures what skills employees have, what
they need, and how to deliver the right training at the right time.” (American Society of
Training and Development). “Needs analysis is performed to determine what training will
successfully address any skill deficits.” (Cornell, Technology Training Services). “Needs
Analysis is a process used anytime someone carefully asks the question ‘How can I find out
what is really happening’ (or needed; at the root of the problem; missing; etc.)?” (Cornell,
Needs Analysis Tips and Techniques)

Need Analysis is the process of evaluating and identifying needs in a group or other
defined population of people. The needs identification is a process of describing problems of
a target population and relevant solutions to these problems.
Need analysis focuses on the future, or what should be done, rather than on what was done as
is the most program evaluations focus on (ICYF Evaluation Concept Sheet Spring 2000, The
University of Arizona Prepared by Allison L. Titcomb, Ph.D).

B. Munby's Theory of Need Analysis

Generally the ESP is assumed if the English learning needs of a group of learners can
be detailed, identification can be made to determine the content of the language program that
will meet the learners' needs (Munby, 1978). Munby's opinion can be easily understood that

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all efforts made by the teacher in preparing teaching materials need to be the main
consideration by looking at the needs of the students themselves. Students with diverse
backgrounds demand more creative and responsive teachers to meet the needs of students
regarding teaching materials, especially ESP. Munby (1978) introduced CNP as a approach
that can be used to analyze needs. What is communication need processor?
He formulated the famous "Communication Needs Processor (CNP)", which consists of
a range of questions about key communication variables (topic, participants, medium, etc.)
(Munby, 1978). These variables can be used to identify the target language needs of any
group of learners (Hutchinson and Waters, 1987).
In Munby’s CNP, the target needs and target level performance are established by
investigating the target situation, and his overall model clearly establishes the place of needs
analysis as central to ESP, indeed the necessary starting point in materials or course design
(West, 1998). In the CNP, account is taken of “the variables that affect communication needs
by organizing them as parameters in a dynamic relationship to each other”.

Munby’s overall model is made up of the following elements:

1. Participants: information about the identity and language of the learners: age, sex,
nationality, present command of target language, other languages known and extent of
command;
2. Communication Needs Processor: investigates the particular communication
needs according to sociocultural and stylistic variables which interact to determine a profile
of such needs;
3. Profile of Needs: is established through the processing of data in the CNP; In
the Meaning Processor “parts of the socioculturally determined profile of communication
needs are converted into semantic subcategories of a predominantly pragmatic kind, and
marked with attitudinal tone”.

C. Observation Results

In observing the need for analysis of learning English in the Department of Islamic
Religious Education (PAI), we use Munbey's theory. In Munbey's theory, it can be easily
understood that all efforts made by the teacher in preparing teaching materials need to be the
main consideration by looking at the needs of the students themselves. Munby (1978)
introduced CNP as a approach that can be used to analyze needs. Therefore, we use a
questionnaire technique as a technique in collecting and analyzing information about learning

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English for the Department of Islamic Religious Education (PAI). The objects that we
observe are PAI students. Here are the results of our questionnaire:

Question Answer

Respondent 1 Responden 2 Responden 3

1. What Languages Indonesian Japanese, Indonesian Language

Do you Speak? Language and saluan Netherlands and and Traditional
language (Priyandi English (Firanda Language (Nugi
Latuba) Sumenge) Prayogo Damo)
2. What is your Want to know what English is an Because I like the
motivation in it’s like to talk to International style of the language.
learning english ? foreign people. language, therefore
English needs to be
known and learned
3.What is your goal Because I want to be In order to To My
in learning english? smart in speaking understand thew
English meaning of the Improve
sentence from the English
film without
subtitles.
4. What do you A place to learn Dictionary. If you are Adequate media
need in learning still a beginner and to facilities.
English course? know basic words in
English.

5. What difficulties Lack of known The mention of Still difficult to

do you get in Vocabulary. words or sentences understand the
learning English that are sometimes interlocutor who uses
courses? mispronounced full English

6. Do you think that Yeaaah, because I It doesn't have much It's quite influential.

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 the lack of good think the syllabus it’s effect. because even It depends on the
way of important for learning if the syllabus is methods that the
communicating English to improve our good but we are lazy teacher does.
in using English skills. ourselves, then there
has any effect on is no point in it
the syllabus used
by students?
7. is written I think it doesn't really As a teacher later, we Judging from our
communication matter in our major. must master all major, it seems that it
in English Except for the daily teaching skills, is not very important,
important to assignments in the including English. So but it is also not
learn in this English course. I think that's wrong if it is taught.
course? important in While it still has
teaching. something to do with
my major
8. What are the Such as writing letters, Correspondence, Writing letters, books
writing giving notices, and writing memos, and that are in English or
communication announcements. chatting with people writing articles, term
media you need who speak English. papers.
to learn?
9. what kind of Group discussions, The practice of All methods,
english learning because we can learn to speaking, that seems whatever they may
method do you be able to confidently to me . be, because I really
think is good? speak in public like want to master
native speakers english.
10. what do you It was very good. Like I think it's good , Very good, and it is
think about the the discussion of the besides we get also my major.
learning of prophet's story in knowledge about
English which is English. religion, we also
linked to learn english.
religious
elements?

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After the data was obtained and collected, then we analyzed student profiles, profiles of
written communication needs and oral communication needs. The first part that will be
presented is the needs of students in written communication in general. For the need for
reading and writing short texts, there is 1 student who places it as a daily need , and 2 other
students do not make it a weekly or daily need. As for the need for writing regular letters,
there is not one student who makes it a necessity.

Furthermore, the needs of students in oral communication. The need to discuss and negotiate
face to face is needed by 3 students as a weekly requirement . The need to compose a paper,
exposure is needed by the 3 students as a weekly requirement.

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 CHAPTER III

CONCLUSION

Based on the observations above, it can be presented an analysis of student needs to be

applied in course design or teaching materials for English courses in the PAI study program,
especially those related to student needs. From the analysis above, it is known that the overall
needs that students want are speaking skills, and mastery of vocabulary. Because according to
the respondents, they need learning for a better way of speaking, pronouncing the right words
and mastering the vocabulary needed in the learning process. Regarding the needs of students
in the learning process, the course design needed by students is speaking skills, meaning that
learning activities must be focused on practical activities. For this reason, more detailed
disclosure of student profiles and profiles of written and oral needs using the Munby CNP
Model needs to be done. By applying the Munby CNP model, the teaching staff can present
course designs or teaching materials based on the needs of students so that learning objectives
can be achieved properly.

SUGGEST

In this case, we as observers suggest lecturers to make special syllabus or teaching

materials related to the needs of students in the Islamic Religious Education (PAI) study
program.