DOI: https://doi.org/10.24843/JH.2020.v24.i02.p02

Terakreditasi Sinta-4, SK No: 23/E/KPT/2019


p-ISSN: 2528-5076, e-ISSN: 2302-920X Humanis: Journal of Arts and Humanities

Vol 24.2 Mei 2020: 117-128

Literacy Syllabus Evaluation through Needs Analysis of English for Specific Purposes

Nindya Pradanitra Putri*, Ni Luh Ketut Mas Indrawati English Department, Faculty of Arts, Udayana University [[email protected]], [[email protected]] Denpasar, Bali, Indonesia *Corresponding Author

Abstract

With its unique and progressive approach on education, Green School High School Literacy Syllabus shall be evaluated from an ESP perspective and there is currently no research about it. The aim of this study is to find out what language skills the students think they need and help determine if the existing syllabus at Green School has adequately addressed the needs using qualitative-quantitative methods. Through questionnaires, this study uses Hutchinson-Water's theory of target needs and learning needs. After careful evaluation, the findings suggest that the syllabus has not addressed the Needs sufficiently. Out of 86 subskills, there are only 38 subskills addressed sufficiently. In this context-specific study, there are several implications to be drawn.

Keywords: syllabus, English for Specific Purposes, needs analysis.

Abstrak

Dengan pendekatannya yang unik dan progresif dalam pendidikan, silabus Literasi SMA Green School harus dievaluasi dari perspektif ESP (Bahasa Inggris Khusus) dan saat ini belum ada penelitian mengenai hal tersebut. Tujuan penelitian ini ialah untuk mengetahui kemampuan bahasa apa saja yang murid-murid rasa mereka butuhkan guna membantu menentukan apakah silabus yang sudah ada di Green School telah cukup memadai dalam memenuhi kebutuhan dengan metode kualitatif-kuantitatif. Melalui kuisioner, penelitian ini menggunakan teori Hutchinson-Waters mengenai target needs dan learning needs. Setelah penilaian seksama, hasil temuan menunjukkan bahwa silabus yang ada belum memadai dalam memenuhi kebutuhan. Dari 86 sub indikator kemampuan, hanya 36 di antaranya yang terpenuhi. Dalam konteks penelitian spesifik ini, ada beberapa implikasi yang bisa diambil.

Kata kunci: silabus, Bahasa Inggris Khusus, analisa kebutuhan.

INTRODUCTION

The need for English for Specific Purposes (ESP) has been and still is a major concern. An investigation for further information on ESP issues for effective implementation of ESP, especially in Indonesia, shall be conducted. (Sari, 2018) In the 1960s, ESP practitioners believed their main job

was to teach the technical vocabulary of a given field or profession. (Smoak, 2003) but it is not. ESP should be seen simply as an ‘approach’ to teaching or an attitude of mind (Anthony, 1997, p.2) Besides, ESP courses are likely to be designed for adult learners but may be organized for learners at the secondary school level. (Dudley-Evans and St John

Info Article

Received

Accepted Publised


19th July 2019 5thMay 2020 31st May 2020


in Javid, Choudhary Zahid, 2013, p. 140) The difference between General English and ESP is the learners’ awareness of the needs to learn a language. (Ekici, 2003)

A well-written syllabus could provide a doorway into the pedagogical beliefs of the teacher. (Murphy, 2018, p. 1) But what is a syllabus? It is the description of the contents of the program and the order they will be taught. (Richards & Schmidt, 2010, p. 139 & 567) To see whether its objectives are being achieved, so that modifications in them can be made if necessary, an evaluation shall be conducted (White, 1971, p. 101) Supporting that idea, in ESP, it is a needs analysis that determines which language skills are most needed by the learners, and the syllabus is designed accordingly. (Rahman, English for Specific Purposes (ESP): A Holistic Review, 2015, p. 1) Needs Analysis (NA) is the systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation. (Brown, 1995, pp. 35-36) On that note, an evaluation of the syllabus through Needs Analysis of an ESP course shall be taken as a part of making an appropriate syllabus for an ESP class.

There have been several pieces of research regarding ESP and Needs Analysis. A study was comparing the needs analysis from the students’ point of view and employers’ regarding English usage at the workplace. (Chen, Chang, & Chang, 2016) Another work investigated probable mismatch between skills in textbooks and students’ perception of the needs. (Zohoorian, 2015) A more recent study investigated students’ needs when dealing with and/or using ESP. (Izidi & Zitouni, 2017)

Having developed their own curriculum, Green School High School has 6-week blocks, with students empowered to make their own choices; it focuses on project-based, experiential, service-learning; and educating for sustainability as their program. Students must acquire 4 credits in English classes (Literacy) to receive the Green School High School Diploma. (Green School, 2018) Literacy is the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts. (UNESCO, 2004, p. 13) The syllabus shall be evaluated from an ESP perspective and there is currently no research about it.

This research employed a theory proposed by Hutchinson and Waters (1987) to evaluate the syllabus of Literacy English for Specific Purposes for High School Grade 3 students at Green School Bali. The central aim of this study is to propose an ESP syllabus which would be effective and appropriate to the students’ needs.

In the endeavor to reach its goal, this study has two questions to be explored as follows: What are the students’ perceptions of their language skills needs?, How does the existing syllabus at Green School address language skills needs?

This study aims to: find out what language skills the students think they need, help determine if the existing syllabus at Green School adequately addresses the needs.

METHOD

In order to conduct the research, several aspects must be prepared, and, in this section, the research methods are introduced in four sections.

Data Source

Data for this research is the existing syllabus of the third grade of high school

of Green School Bali's English class and questionnaires on students' perceptions of what they think they need and a questionnaire on Literacy instructor' perception of what he thinks the students' need. The current number of students in Grade 3 is 37, and to achieve 10% of the population, this study gathered questionnaire responses from 4 student representatives. The questionnaires were conducted through Google Drive. The pilot was conducted from January 30th, 2019 to February 6th, 2019. After some reviews, the actual questionnaire was then conducted from February 14th through February 28th.

Method and Technique of Collecting Data

Quantitative-qualitative methods are used in this study. Several techniques are used: first, obtaining the current syllabus for High School Literacy, then obtaining the alumni profile, next, piloting of the Student Needs Assessment Questionnaire. After reviewing the result, the next step was conducting a Needs Assessment Questionnaire for both the students and the teacher.

Method and Technique of Analysing Data

Since this was a mix of qualitative and quantitative study, the steps of analyzing the data were as follows: first, identifying each data type, classifying data into categories, comparing students' perception with the teacher's, then comparing the findings with the existing syllabus, and lastly, giving recommendations if necessary.

Method and Technique of Presenting Data

This study presents the data taken from the questionnaire and interviews by informal description. Descriptive method was implemented using the following

technique: classifying the types of needs based on the four types of language skills, then classifying the types of skills based on Language Needs Skills and Target Needs Skills, and next was giving the analysis based on the data accordingly.

FINDINGS AND DISCUSSIONS

Students’ Perception of Their Language Needs

  • a.    Reading Language Needs Skills

Subskill                     Points

I---------------------------------------------------------------------------------------------------------------------------11

making inferences about15

voice, purpose, values embedded in a text, and impact

critically analyzing and17

making thematic

connections to the literary device

make connections between17

elements of style, form, and content

assessing the author's intent18

and the reader's

interpretation

self-selecting reading19

strategies to improve

comprehension skills

Wants for reading for academic needs are self-selecting reading strategies to improve comprehension skills, assessing author's intent and reader's interpretation, critically analyzing and making thematic connections to the literary device, and making connections between elements of style, form, and content. Whereas the Necessities are making inferences about voice, purpose, values embedded in a text, and impact, self-selecting reading strategies to improve comprehension skills, critically

analyzing and making thematic connections to the literary device, and making connections between elements of style, form, and content.

  • b.    Writing Language Needs Skills

    Subskills

    Points

    I

    forming critical questions about voice, purpose, values embedded in a text, and impact

    I                                  I

    16

    forming questions on connections between elements of style, form, and content

    16

    taking the risk in style and structure

    13

    creatively applying stylistic structure

    15

    back up original claims

    15

    communicate ideas effectively

    18

    self-selecting writing strategies and tools to improve grammar, structure, and style

    18

    asking critical questions about language and power

    18

Wants for writing for academic needs are to communicate ideas effectively, self-selecting writing strategies and tools to improve grammar, structure, and style, asking critical questions about language and power, forming critical questions about voice, purpose, values embedded in a text, and impact, and forming questions on connections between elements of style, form, and content. Whereas all sub-skills are considered Necessities.

c. Speaking Language Needs Skills

Subskills

Points

I

forming critical questions about voice, purpose, values, embedded in a text, and impact

I                                  I

16

forming questions on connections between elements of style, form, and content

14

taking the risk in style and structure

14

creatively applying stylistic structure

16

back up original claims

15

communicate ideas effectively

18

asking critical questions about language and power

14

engaging in discussions

20

making presentations

14

criticizing

18

Wants of speaking for academic studies are engaging in discussions, communicating ideas effectively, criticizing, forming critical questions about voice, purpose, values embedded in a text, and impact, and lastly creatively applying stylistic structure. The Necessities of speaking for academic studies are backing up original claims, communicating ideas effectively, asking critical questions about language and power, forming critical questions about voice, purpose, values embedded in a text, and impact, forming questions on connections between elements of style, form, and content, engaging in discussions, making presentations, and criticizing.

d. Listening Language Needs Skills

dictionary entries

memos

15

14

Subskills

Points

I                                                                                                                          I

obtaining gist

I

15

instruction booklets

11

obtaining specific information

17

legal documents

19

listening for summarizing

14

the agenda of a meeting

15

recognizing how ideas are represented

16

the minutes of a meeting

12

newsletter

12

deducing arguments made in debates

16

catalogs

10

extracting the information

15

not explicitly stated

Wants are reading legal documents,

recognizing the speaker’s attitude

reading maps,  and

reading  email

17

messages. All reading

sub-skills are

regarded as Necessities for target

Wants of listening for

academic

situation.

studies    are    obtaining

specific

f. Writing Target Needs Skills

information, recognizing the

speaker’s

Subskills

Points

attitude, recognizing how

ideas are

represented, and deducing

arguments

I

business letters

I                                  I

15

made in debates. Necessities of listening

for academic studies are

all seven

memos

14

subskills.

minutes

14

e. Reading Target Needs Skills

agendas

13

Subskills

Points

notices

13

I                                                                                                                          I

academic texts

I

14

email messages

17

manuals

12

notes

13

newspapers

13

reports

15

business letters

13

itineraries

12

magazines/periodicals

10

commentaries

11

reports

14

legal documents

18

17

user manuals

12

maps

email messages

brochures

12

17

leaflets

13

brochures

11

Wants are writing legal documents and writing e-mail messages. All writing sub-skills are regarded as Necessities for target situation.

  • g.    Speaking Target Needs Skills

    Subskills

    Points

    I

    with native speakers

    I                                  I

    16

    with non-native speakers

    16

    with teachers/lecturers

    18

    with colleagues

    17

    with customers/clients

    12

    with government officials

    16

    in the office

    15

    in court

    20

    in science labs

    15

    at the airports

    16

    in transportation contexts

    16

    in social settings

    16

Wants for speaking for target situation are speaking in court, speaking with teachers/lecturers, speaking with colleagues, speaking with government officials, speaking at the airport, speaking in transportation contexts, and speaking in social settings. All speaking sub-skills are regarded as Necessities for target situation.

  • h.    Listening Target Needs Skills

Subskills                    Points

I---------------------------------------------------------------------------------------------------------------------------11

native speakers17

non-native speakers18

the radio                      14

TV programs

11

announcements at different places

13

films

13

presentations

15

meetings

19

conferences

19

seminars

16

discussions

20

conversations on the phone

18

face-to-face conversations

19

Wants for listening for target situation are listening to discussions, listening to meetings, listening to conferences, listening to face-to-face conversations, listening to non-native speakers, listening to conversations on the phone, listening to native speakers, and listening to seminars. All listening sub-skills are regarded as Necessities for target situations.

How the Curriculum Addresses the

Students’ Language Needs

  • a.    Reading Language Needs

Subskill                      Points

making inferences about voice, purpose, values embedded in a text, and impact

14

critically analyzing and making thematic connections to the literary device

11

make connections between elements of style, form, and content

11

assessing the author's intent and the reader's interpretation

14

self-selecting reading strategies to improve comprehension skills

14

The students are most proficient in making inferences about voice, purpose, values embedded in a text, and impact, assessing author's intent and reader's interpretation, and self-selecting reading strategies to improve comprehension skills compared to the other two subskills among five of them. After looking at the Wants, the Necessities, and the students' perception of their proficiency, for reading for academic needs, the syllabus has not addressed it sufficiently. The Lacks are critically analyzing and making thematic connections to literary device and making connections between elements of style, form, and content.

  • b.    Writing Language Needs

Subskills                     Points

I---------------------------------------------------------------------------------------------------------------------------------11

forming critical questions15

about voice, purpose, values

embedded in a text, and

impact

forming questions on13

connections between elements

of style, form, and content

taking the risk in style and11

structure

creatively applying stylistic11

structure

back up original claims12

communicate ideas11

effectively

self-selecting writing13

strategies and tools to

improve grammar, structure,

and style

asking critical questions about 13 language and power

The students are most proficient in forming critical questions about voice, purpose, values embedded in a text, and impact. After looking at the Necessities and the students’ perception of their proficiency, for writing for academic needs, the syllabus has not addressed it sufficiently yet. The Lacks are forming questions on connection between elements of style, form, and content, taking risk in style and structure, creatively applying stylistic structure, backing up original claims, communicating ideas effectively, selfselecting writing strategies and tools to improve grammar, structure, and style, and lastly, asking critical questions about language and power.

c. Speaking Language Needs

Subskills                     Points

connections between elements of style, form, and content.

I                                                                                                                                I                                  I

forming critical questions         16

about voice, purpose, values,

embedded in a text, and

impact

d. Listening Language Needs

Subskills                     Points

I                                                                                                                                I                                  I

obtaining gist                     18

forming questions on            13

connections between elements of style, form, and content

obtaining specific information    16

listening for summarizing        16

taking the risk in style and        14

structure

recognizing how ideas are       17

represented

creatively applying stylistic       14

structure

deducing arguments made in     17

debates

back up original claims           15

extracting the information not    17

communicate ideas             16

effectively

explicitly stated

recognizing the speaker’s        14

asking critical questions about    14

language and power

attitude

engaging in discussions          19

The students are most proficient in engaging in discussions. After looking at

making presentations             17

the Necessities and

criticizing                          17

the students' perception of their proficiency, for listening for academic

The students are most proficient in engaging in discussions. After looking at the Necessities and the students' perception of their proficiency, for speaking for academic needs, the syllabus has not addressed it sufficiently yet. Even though five of the Necessities seemed to be addressed sufficiently, the students have not felt proficient enough in backing up original claims, asking critical questions about language and power, and in forming questions on connections between elements of style, form, and content. The Lacks are then backing up original claims, asking critical questions about language and power, and informing questions on

needs, the syllabus has not addressed it sufficiently yet. There is only one Necessity that has not been properly addressed, which is recognizing the speaker's   attitude.   Lack   is   then

recognizing the speaker's attitude.

e. Reading Target Needs

Subskills                   Points

I                                                                                                                    I                                   I

academic texts                13

manuals                    14

newspapers                 10

business letters                 11

magazines/periodicals         11

reports

13

maps

14

emaill messages

14

brochures

11

dictionary entries

14

memos

15

instruction booklets

10

legal documents

11

the agenda of a meeting

10

the minutes of a meeting

12

newsletter

13

catalogues                    10

The students are most proficient in reading memos. After looking at the Necessities and the students' perception of their proficiency, for reading for target situation, the syllabus has not addressed it sufficiently yet. There is only one Necessity seemed to be addressed sufficiently, reading memos. The students have not felt proficient enough in sixteen subskills. The Lacks are reading academic texts, reading manuals, reading newspapers, reading business letters, reading magazines/periodicals, reading reports, reading maps, reading email messages, reading brochures, reading dictionary entries, reading instruction booklets, reading legal documents, reading the agenda of a meeting, reading the minutes of a meeting, reading newsletter, and in reading catalogues.

f. Writing Target Needs

Subskills

Points

I

business letters

I

12

memos

11

minutes

13

agendas

10

notices

12

email messages

14

notes                     13

reports

15

itineraries

9

commentaries

12

legal documents

11

user manuals

12

brochures

11

leaflets

12

The students are most proficient in writing reports. After looking at the Necessities and the students’ perception of their proficiency, for writing for target situation, the syllabus has not addressed it sufficiently yet. Even though writing reports seemed to be addressed sufficiently, the students have not felt proficient enough in the rest fifteen subskills. The Lacks are writing business letters, writing memos, writing minutes, writing agendas, writing notices, writing email messages, writing notes, writing itineraries, writing commentaries, writing legal documents, writing user manuals, writing brochures, and writing leaflets.

  • g.    Speaking Target Needs

Subskills                   Points

I---------------------------------------------------------------------------------------------------------------------11

with native speakers16

  • h.    Listening Target Needs

Subskills                     Points

I---------------------------------------------------------------------------------------------------------------------------------11

native speakers19

with non-native speakers17

with teachers/lecturers18

non-native speakers19

the radio17

with colleagues17

with customers/clients18

with government officials13

in the office14

in court                      13

in science labs

13

at the airports

15

in transportation contexts

17

in social settings

17

The students are most proficient in speaking with teachers/lecturers. After looking at the Necessities and the students’ perception of their proficiency, for speaking for target situation, the syllabus has not addressed it sufficiently just yet. Even though seven out of twelve Necessities seemed to be addressed already sufficiently, the students have not felt proficient enough in five subskills. The Lacks are then speaking with government officials, speaking in the office, speaking in court, speaking in science labs, and speaking at the airports.

TV programs                18

announcements at different     14

places

films                           16

presentations

17

meetings

16

conferences

18

seminars

16

discussions

19

conversations on the phone

17

face-to-face conversations

17

The students are equally most proficient in listening to native speakers, listening to non-native speakers, and listening to discussions. After looking at the Necessities and the students' perception of their proficiency, for listening for the target situation, the syllabus has not addressed it sufficiently just yet. Even though there is only one subskill seemed to be not addressed sufficiently. Lack is listening to announcements at different places.

CONCLUSION

All in all, the findings of the questionnaires suggest that the syllabus has not addressed the Needs sufficiently. Out of 86 subskills, there are only 38 sub-skills addressed sufficiently. The Needs Analysis should have the aim of informing and be able to inform decision-

making on all other aspects of syllabus development, including the resetting and adjustment of its objectives and aims if needed. While this study is highly context-specific, broader implications can be drawn from it before introducing those related to the immediate context. One implication is the importance of conducting a needs analysis prior to teaching a class. Another implication could be selecting the objectives for a focused set of definite, realistic aims.

REFERENCES

Anthony, L. (1997, January). English for Specific Purposes: What Does It Mean? Why is It Different? Tokyo, Japan:  Waseda University. On-

CUE. Vol. 5., No. 3., pp. 9-10

Brown, J. D. (1995). The Elements of Language     Curriculum:     A

Systematic Approach to Program Development. New York: Heinle & Heinle.

Chen, I.-J., Chang, Y.-H., & Chang, W.-H. (2016). I Learn What I Need: Needs Analysis of English Learning in Taiwan. Universal Journal of Educational Research Vol.       4(1),       pp.       1-5.

doi:10.13189/ujer.2016.040101

Dudley-Evans and St. John in Javid, Choudhary Zahid. (2013, October). English for Specific Purposes: Its Definition, Characteristics, Scope, and Purpose. European Journal of Scientific Research, Vol. 112(1), pp. 138-151. Retrieved June 2018, from http://www.europeanjournalofscientificresearch.com/

Ekici, N. (2003). A Needs Assessment Study on English Language Needs of the Tour Guidance Students of Faculty of Applied Sciences at Baskent University: A Case Study. Ankara:  Middle East Technical

University.

Green School Bali. (2018, November 21). About. Retrieved from Green School:

https://www.greenschool.org/about/

Hutchinson, T., & Waters, A. (1984). English for Specific Purposes: A Learning- Centred Approach. Cambridge: Cambridge University Press.

Izidi, R., & Zitouni, M. (2017, June). ESP Needs Analysis: the Case of Mechanical Engineering Students at the University of Sciences and Technology, Oran U.S.T.O. Revue des Etudes Humaines et sociales -B/Littérature et Philosophie No. 18, pp. 16-25. DOI: 10.33858/0500000-018-054

Murphy, R. S. (2018). The Concept of Syllabus Design and Curriculum Development: A Look at Five Major Syllabus Designs. In A. Faravani, M. Zeraatpishe, M. Azarnoosh, & H. R. Kargozari (Eds.), Issues in Syllabus Design (Vol. 6, p. 1). Rotterdam.

Rahman, M. (2015). English for Specific Purposes (ESP):   A Holistic

Review. Universal Journal of Educational Research Vol. 3.1, pp. 24-31.                      DOI:

10.13189/ujer.2015.030104

Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language

Teaching and Applied Linguistics. New York: Pearson Education.

Sari, Farnia. (2019, July). The Issues of ESP Instruction for University Level in Indonesia. Global Expert Jurnal Bahasa dan Sastra, Vol. 7 (1), pp. 1-6

Smoak, R. (2003, April). What is English for Specific Purposes? English Teaching Forum, Vol. 41 (2), pp. 22-27.

UNESCO. (2004). The Plurality of Literacy and its Implications for Policies and Programmes: Position Paper. Paris:   United Nations

Educational, Scientific and Cultural Organization.

White, J. P. (1971). The Concept of Curriculum Evaluation. Journal of Curriculum Studies, Vol. 3 (2), pp. 101-112.

DOI: 10.1080/0022027710030202

Zohoorian, Z. (2015, January). A Needs Analysis     Approach:      An

Investigation of Needs in an EAP Context. Theory and Practice in Language Studies, Vol. 5(1), pp. 58-65. Retrieved May 12, 2018