Abstract

 English for specific purposes (ESP) have different needs of English language use. These needs will be the fundamental indicators to develop appropriate ESP syllabus. In order to find those needs, a need analysis research is necessary to conduct. This qualitative study addresses the result of ESP needs analysis for 95 Informatics Engineering of Muhammadiyah University of Ponorogo students. Brief reviews of ESP, needs analysis, and current learners’ situation of ESP classroom for Informatics Engineering are described as theoretical frameworks. A needs analysis questionnaire is utilized as an approach to find specific needs and to evaluate the current class situation. The results address 10 areas of English language use for Informatics Engineering major.
Highlights
English for specific purpose or better known as English for specific purposes (ESP) has been popular since 1960s and it is growing fast along with massive global development (Rahman, 2015)
In order to find those needs, a need analysis research is necessary to conduct. This qualitative study addresses the result of ESP needs analysis for 95 Informatics Engineering of Muhammadiyah University of Ponorogo students
The results address 10 areas of English language use for Informatics Engineering major
Summary
English for specific purpose or better known as ESP has been popular since 1960s and it is growing fast along with massive global development (Rahman, 2015). Various markets and the increase number of international students require specific skills and a comprehensive English capability (Poghosyan, 2016). In order to meet such international academic standards, institutions continually find the best innovation in teaching and learning of English language use. General English curricula no longer can address ESP class’ needs since it has its own characteristics. For this reason, needs analysis (NA, hereafter) plays an important role, to be the core of ESP. NA is the essential element to design a set of pedagogy framework for ESP program (Ibrahim, Ali, Rahman, & Salih, 2013; Rahman, 2015; Khan, 2007; Mohammed, 2016; Wu, 2012)
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