AN ANALYSIS STUDY OF ENGLISH NEEDED BY THE STUDENTS OF CHEMIST DEPARTMENT

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1 AN ANALYSIS STUDY OF ENGLISH NEEDED BY THE STUDENTS OF CHEMIST DEPARTMENT oleh: KhairunnisaMudrika 1, YayuHeryatun 2, AttiHerawati 3 ABSTRAK Penelitian yang berjudul An analysis Study of English Needed by the Students of Chemist Department inibertujuanuntukmenelitimateridanmetodepengajaran yang dibutuhkanolehmahasiswajurusankimia. Penulismenerapkanmetodedeskripsidanmelakukanpenelitiankepadamahasiswa semester lima FakultasMatematikadanIlmuPengetahuanAlamsebagaitempatpenelitian. Penulismenggunakan purposive sampling danmemilihmahasiswa semester limakarenamerekaakanmenjalanipraktekkerja. Data darihasildariwawancaradanobservasimenunjukkanbahwa speakingdan writing adalahmateri yang dibutuhkanolehmahasiswa. Merekaharusmembacabukusumber yang ditulisdenganbahasainggris, menulislaporandalambahasainggris, memilikibanyakkosakatatentangkimiadanberbicarabahasainggrisdenganlancar.olehkarenaitu, merekamembutuhkanbahasainggrisuntukmendukungpelajaranmerekadanpekerjaanmereka di masa yang akandatang. Kata Kunci: BahasaInggris, analisakebutuhan, ilmukimia ABSTRACT The research entitled An Analysis Study of English Needed by the Students of Chemist Department is aimed to investigate English materials needed by the students of chemist department. The research focuses on the English material needed by the students. Descriptive method is applied in this research. The research is conducted to the fifth semester students of Faculty of Mathematics and Sciences. The writer used purposive sampling and took the fifth semester students because they will face the job training. From the result of interview and observation, it is found that material of speaking and writing are needed by the students. They have to read resource books written in English, write the report in English, have a lot of vocabularies about chemistry and speak English fluently. Thus, they need English to support their study and their work in the future. Key words: English, need analysis, chemistry Introduction Many people need English for communication. English is used in many sectors, such as nursing, law, airlines business, chemist, and so on. Every student has different need in learning English. English learned by students of chemist will be different from students of business airlines. Students of chemist learn English to know the terminology or names of laboratory equipment, the process of laboratory activities, writing the result, knowing the Chemical terminology, the kinds of size, shape and color, Mathematical expressions and Chemical formulation. Therefore, English learned by chemist students should be appropriate with their need. According to Hutchinson and Waters (1987: 8),the guiding principle of ESP is Tell me what you need English for and I will tell you the English that you need. It shows that everyone has different need in learning English. For example, chemist

2 students need English to prepare the job training. They learn English because most of their textbooks are written in English. They perhaps meet foreigners in some places. Therefore, English learned by students of chemist must be suitable to the analyst world. They are prepared to face the training job in the fifth semester. They will work in industrial company, meet many people and have to interact, especially with the foreigners.the questions of this study are: What are the English material needed by chemist students to support their study? and What is teaching method needed by the students of chemist in learning English to support their study?. The aim of this research is to analyze the need of English that the students of chemist need in order to support their study. Research Methodology Descriptive method is used in conducting the research. The writer collects the data from interview, observation and documentation. She interviews the Head of Chemist Study Program, English lecturer and the fifth semester students of chemist. She also observes the teaching process in the classroom. She collects textbooks and syllabus as documents of the research. This research is conducted at Faculty of Mathematics and Science, Pakuan University, Bogor. There are 10 students involved as the respondents. She chooses the students of the fifth semester because they will face the job training. The writer uses qualitative research to identify and describe the students learning needs for English subject. This research focuses on the English material and teaching method that the students of chemist department need in order to support their study. Descriptive method is used to describe systematically a situation or area of interest factually and accurately. Therefore, this research means to investigate the English needed by the students of chemist department deeply. In conducting a qualitative study, the writer collects the data through three different techniques as follows: 1. Observation Dudley-Evans and St John (1988:135) say that examples of observations for needs analysis include sitting in on subject lectures or practical lesson. Therefore, the writer observes the class and plays a role as nonparticipant observer and uses structured observation to know the class situation or the learning process when the students of Chemist department study English. Besides, she prepares the observation format which contains the aspects such as the way the lecturer opens and closes the lesson, the use of English as classroom instruction during the lesson, English material and teaching method used by the lecturer, the relevance between English material and the students need, and the way the lecturer explains the material. All those aspects are observed, and video-taped. She did the observation four times to get the information needed. 2. Interview Interview is chosen to gain information from all respondents. The writer uses guided interview to get more information about the English material and teaching method needed by students of chemist department. She interviews the Head of Chemistry Department, the English lecturer, and the students of chemist department who are recommended by the lecturer. She prepares ten questions for the Head of Chemist Department, 20 questions for English lecturer, and 18 questions for the students of chemist department. She not only asks the prepared questions, but also develops the questions based on the respondents answer. All interviews are recorded and transcribed to make her easy to analyze them. 3. Document The writer takes document, such as syllabus and English textbooks used by the English lecturer. She analyzes the documents to find out the relevance between the material in the textbooks and the theory of English material for chemistry. Research Finding

3 1. The Result of the Observation The observation was done four times, in October 4 th, 7 th, 18 th and 21 st 2013 at semester 1. The writer did this observation to observe the English material and teaching method used by the lecturer. She observed the English material and teaching method based on the aspects of the observation prepared before. There are two classes at semester 1; they are regular class and extension class (a class for employees). English subject is taught once a week, in semester one and semester two. Based on the data from observation, the writer found out that the lecturer gave materials more about reading and writing. In each meeting, he gave hand out to the students. The lecturer applied the teacher s centered method in teaching English in the classroom. 2. The Result of Interview with the Head of Chemistry Department There were ten questions given to the Head of Chemistry Department. The result of interview was recorded and transcribed. Based on the respondent s answer, the writer took notes that English is important in chemistry scope, because the students of chemist department need English to understand the materials written in English. It will be useful for their academic and job field. 3. The Result of Interview with English Lecturer The writer interviewed the English lecturer before she did the observation. She prepared 20 questions in interviewing the respondent. There are five categories to describe the data. They are lecturer s background, students characteristic, English material, English teaching method and lecturer s expectation. From the lecturer s answer, the writer learns that the students of chemist department need more reading skill. It is because most of their textbooks are written in English. The students also need to know and understand job procedures and names of laboratory equipment. Therefore, vocabulary enrichment is also needed. Based on the lecturer s explanation, the writer finds that speaking is the most important skill that must be mastered well by the students. In addition, vocabulary enrichment is also needed by the students because they must know the laboratory equipment well. 4. The Result of Interview with the Students of Chemist Department The writer divides the data into four categories to describe the result of the interview. They are student s motivation in learning English, English material, English teaching method and student s expectation. The writer chooses the students in the fifth semester to be the interviewees. Speaking, listening, reading and writing are English language skills that must be learned well by the students. From the data of the interview, the writer learns that the respondents need more speaking and writing skill to support their job field. Without ignoring the other skill, the respondents said that all of the English language skills are important to be integrated each other. However, the most language skills that they want to be mastered are speaking and writing. Based on the data of the interview about the student s expectation in learning English, the writer learns that most of the students need to improve their speaking ability. Besides, they also need to increase their reading comprehension and vocabulary enrichment. The students expect the English material which is emphasized on speaking. 5. Data from Documentation Based on the syllabus, the writer finds that reading and writing activities are emphasized by the lecturer. For vocabulary enrichment, he teaches the

4 students through reading texts. The students do not have the English text book because their lecturer only gives them a handout of the materials. There are many activities related to speaking, reading and writing. For example, asking and answering questions in English, answering questions based on the text, writing journal, and so on. The students need English related to their job as an analyst. It means that they need more in reading and communication skills, because they have to read resources book and write journal and report. Besides, they need speaking and listening practice to increase their English ability. Discussion Based on data analysis, there is no relevance among the student s need in learning English, the English material and teaching method. After analyzing the data, the writer finds that speaking and writing skill become the most language skills needed by the students. However, in learning process, the lecturer emphasizes more on reading and translation. The data show that the English teaching method needed by students of chemist department emphasizes on discussion. The writer realizes that the lecturer has different perception about discussion method. According to Applegate (1969:78), a class discussion implies open and active participation. However, in most instances it becomes a limited dialogue between the teacher and a few pupils, with the remaining ones sitting mute and inactive. It contrasts with the situation in the classroom, the lecturer always gives hand out to the students then he translates it into Indonesian. Conclusion The results of the data analysis show that the English material needed by the students of chemist department emphasizes more on speaking and writing skill, which contrasts with the material written in the syllabus. For the English teaching method, is emphasized on discussion. BIBLIOGRAPHY Damien G, Meredith and Maxwell Gillet The Discussion Method in Classroom Teaching. Available [online] at Dudley-Evan, Tony et al Development in English for Specific Purposes.Cambridge: Cambridge University Press. Gillet, Andy and Liz Wray EAP and Success. Available [on-line] at pdf Herawati, Atti Research on ELT(A Handbook for EESP Students). English Education Study Program.Faculty of Teachers Training and Educational Sciences.Pakuan University: Unpublished. Hutchisnon, Tom and Alan Waters English for Specific Purposes: A Learning Centered Approach. Cambridge: Cambridge University Press. Sisler, Hary H et al College Chemistry. New York: The Macmillan Company. Wiley, John and Susan Arena Foundation of College Chemistry. USA: John Wiley and Sons Inc. Autobiography KhairunnisaMudrikwas born in Bogor, 17 February She went to SD Al- Ghazaly, Bogor and graduated in She continued her study to MTs Al- Ghazaly and graduated in Her Senior High School was in SMA Al- Ghazaly and she graduated in Her study was continued in 2008 by registering to English Education Study Program, Faculty of Teachers Training and Educational Sciences, Pakuan University in Bogor. She graduated in 2013 as a Bachelor of Education. YayuHeryatun is lecturer in English Education Study Program, Faculty of Teachers Training and Educational Sciences, Pakuan University

5 3. AttiHerawati islecturer in English Education Study Program, Faculty of Teachers Training and Educational Sciences, Pakuan University

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