NEEDS ANALYSIS OF THE ELT MATERIALS FOR THE PHARMACY

DEPARTMENT AT MEGAREZKY UNIVERSITY

A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan (S.Pd) of English Education Department
Tarbiyah and Teacher Training Universitas
Islam Negri Alauddin
Makassar

By:

MUNAWARA
Reg. Number: 20400117051

ENGLISH EDUCATION DEPARTMENT TARBIYAH AND

TEACHER UNIVERSITAS ISLAM NEGRI
ALAUDDIN MAKASSAR
2023
 PERNYATAAN KEASLIAN SKRIPSI

Nama : Munawara

NIM : 20400117051

Tempat/Tgl.Lahir : Apoang 15 Oktober 1998

Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris

Fakultas/Program : Tarbiyah dan Keguruan

Alamat : Apoang, Kec. Sendana, Kab. Majene, Prov.

Sulawesi Barat.

Judul Skripsi : Needs Analysis of The ELT Materials The

Pharmacy Department at Megarezky
University.

Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini adalah

hasil karya sendiri. Jika kemudian hari terbukti bahwa ini merupakan duplikat, tiruan,

plagiat atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang

diperoleh karenanya batal demi hukum.

Gowa, 22 Agustus 2023
Penyusun,

Munawara
NIM :20400117051

i
 PERSETUJUAN PEMBIMBING

Pembimbing penulisan skripsi saudari Munawara, NIM: 20400117051

mahasiswi Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan

Keguruan, UIN Alauddin Makassar, setelah menimbang dan mengoreksi

secara seksama skripsi yang bersangkutan dengan judul “Need Analysis of the

ELT Materials fot the Pharmacy Departmen at Megarezky Universiy”

memandang bahwa skripsi tersebut telah memenuhi syarat-syarat ilmiah dan dapat

disetujui untuk diajukan ke sidang Munaqasyah.

Demikian persetujuan ini diberikan untuk diproses lebih lanjut.

Samata, Agustus 2023

Pembimbing I Pembimbing II

Dr. H. Abd. Muis Said, M.Ed. TESOL Dr. Kaharuddin, S.IP.,Hum

NIP: 19651231 199003 1 024 NIP: 19750814 200511 1006

ii
 ACKNOWLEDGEMENTS

Alhamdulillah Rabbil Alamin, the researcher would like to thank the

presence of Allah SWT who has bestowed His mercy and guidance so that the writer

can complete this thesis entitled Needs Analysis of ELT Materials For Pharmacy

Department at Megarezky Antang University as one of the requirements to

complete the Bachelor (S1) program English Education Department Faculty of

Tarbiyah and Teacher Training.

In the preparation of this thesis, of course, the researcher had several

obstacles, but she received a lot of guidance and advice so far that the writing of

this thesis was completed and went well.

Therefore, the researcher would like to express her deepest gratitude to the

supervisor, especially to himself because he was able to survive and finish this

thesis. and from a number of parties, It is an honor to express the researcher’s

deepest gratitude to;

1. Prof. Hamdan Juhanis, M.A., Ph.D., the rector of Universitas Islam Negeri

Alauddin Makassar, and all his vices.

2. Dr. H. A. Marjuni, S.Ag., M.Pd.I., the dean of Tarbiyah and Teacher

Training, and all his vices.

3. Prof. Dra. Hj. St. Azisah, M.Ed.St., Ph.D., the head of English Education

Department, and all her staff.

4. Dr. Siti Nurpahmi, M.Pd., the Secretary of English Education Department.

5. Dr. H. Abd. Muis Said, M.Ed.TESOL and Dr. Kaharuddin S.Ip., M.Hum.,

as the consultants who always guided and helped the researcher during the

iii
 writing of the thesis.

6. Dr. Serliah Nur, S.Pd., M.Hum., M.Ed., and Muthi’ah, S. p. Id., M. Pd.

as examiners who have helped researchers by providing input in working on revisions

7. Juhdah Ulwiah, A.Md., and Indy Trini Humaerah. the Staff of English

Education Department who have helped the researcher and give their goodness
in as long as finishing her study.

8. Dr. Vivit Rosmayanti, M.Pd. The English lecturer at MegaRezky as one of

the research subjects who has helped researchers while conducting research on

campus.

9. The Researchers brother and sister who have always prayed for her in their

affairs.

10. The research my family’s , especially my eldest sister, thank you for your

support and help for her.

11. The Researcher thanks for special friend Sulfadil who has supported her study

in the last semester

12. The Researcher infinite thanks to my friend Arpina Hadi S.Pd, Syahruni S.Pd

and Hasri Ainun S.Pd who have helped and supported her.

The researcher realizes that this thesis is far from being as perfect as

expected, the researcher hopes that this thesis can be useful for teachers and other

readers. May Allah SWT bless all the efforts that we do, Aamiin.

iv
 TABLE OF CONTENTS

ACKNOWLEDGEMENTS ............................................................................... ii
TABLE OF CONTENTS .................................................................................. iv
LIST OF TABLES ............................................................................................. v
LIST OF APPENDICES ................................................................................... vi
ABSTRACT...................................................................................................... vii
CHAPTER I INTRODUCTION
A. Background .............................................................................................. 1
B. Research Questions................................................................................... 2
C. Research Objectives ................................................................................. 2
D. Research Significances ............................................................................. 3
E. Scope of the Research............................................................................... 3
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Findings......................................................................... 4
B. Some Pertinent Ideas ................................................................................ 6
C. Conceptual Framework ........................................................................... 15
CHAPTER III RESEARCH METHOD
A. Research Design ..................................................................................... 17
B. Research Subject .................................................................................... 17
C. Research Instruments .............................................................................. 18
D. Data Collection Prosedures ..................................................................... 19
3. Data Analysis Techniques ....................................................................... 20
CHAPTER IV FINDINGS AND DISCUSSIONS
A. Findings and Discussions ........................................................................ 23
B. Discussions ............................................................................................ 43
CHAPTER V CONCLUSION AND SUGGESTION
B. Conclusion ............................................................................................. 53
C. Suggestion.............................................................................................. 54
BIBLIOGRAPHY ............................................................................................ 55
APPENDICES .................................................................................................. 57

v
 LIST OF TABLES

Table 1 : Category Level ............................................................................................... 20

Table 2 : Types Information to Find Out ........................................................................ 24
Table 3: Distribution of the Respondens by Genders ...................................................... 24
Table 4: The Distribution of the Respondens by Age ...................................................... 25
Table 5: Level of the Importance of English ................................................................... 26
Table 6: The Importance Level of Languange Components ............................................ 28
Table 7: The Perpose of Learning English ...................................................................... 29
Table 8: Students’ Perception About Their Skill Level of Proficiency ............................. 31
Table 9: The Importance Level of Lnguange Components .............................................. 32
Table 10: Perception on the Most Preferred Topics to Learn........................................... 34
Table 11: The Respondents Perception on Grammar Items ............................................. 36
Table 12: The Students Perceptions on Learning Problem in Learning English ............... 38
Table 13: Perceptions on the Students Learning Styles ................................................... 41
Table 14: The Overall Needs inventory from linguistic Needs ........................................ 47
Table 15: The Overall Needs Inventory from Learning Needs ........................................ 49
Table 16: The Need Inventory for Linguistic Needs and Learning Needs ........................ 50

vi
 LIST OF APPENDICES

APPENDIX I : Questionnare for Respondens .................................................. 57

APPENDIX II : Interview Guideline ................................................................ 64
APPENDIX III :The Result of Questionnares.................................................... 64
APPENDIX IV : The Result of Interview .......................................................... 77

vii
 ABSTRACT

Name : Munawara
Reg. Number : 20400117051
Department : English Education
Faculty : Tarbiyah and Teaching Science
Title : Needs Analysis of the ELT Materials For the Pharmacy Department at
Megarezky Universiy
Consultant I : Dr. H. Abd. Muis Said, M.Ed.TESOL.
Consultant II: Dr. K aharuddin, S.IP., M.Hum.

This study aims to determine the students need for teaching materials at the
Pharmacy Department of Megarezki University Antang to formulate goals and
inventory needs. The research method is based on a descriptive qualitative approach
using a questionnaire. Researchers conducted a survey of 59 respondents who were
divided into 3 groups, namely students, teachers and alumni. researchers also used
several interviews to obtain in-depth information to find out the needs of pharmacy
students at Megarezki Antang University. The collected data is then analyzed, based
on the findings of this study that there are two types of student needs, namely
linguistic needs and learning needs. For the linguistic needs section, there are 2
types of information, namely learning abilities and learning priorities. Students'
levels of learning abilities are reading(2.25), writing(2.19), listening(2.13),
grammar(1.89) speaking(1.56), and vocabulary (1.52), while the priority level of
learning is speaking (3.99), reading (3.90) vocabulary (3.84), grammar (3.82),
listening (3.75) and writing (3.63). Then for learning needs there are two types of
information namely learning problems and learning attitudes. there are two learning
problems for students, namely psychological problems and limited linguistic
problems. The learning attitudes for learning styles needed by students are make
dialogue with a friend(3.91), read a book(3.88), translations(3.76), learning by
doing (3.65), using film or video(3.59), learning through picture (3.52). the goals
of the analysis of this information an inventory of needs was found that would be
used to formulate goals and objectives for learning English for the Pharmacy
Department at Megarezky University.

viii
 CHAPTER I
INRODUCTION

A. Background
Because English is an international language, it is recognized as a foreign

language in Indonesia. Because of this, English plays a very significant role in the

country, specifically in the realm of communication, both verbally and in writing.

English has developed into a language that is used frequently, particularly in the

field of education, by students as well as by professors.

Law No. 20 of the first date of the National Education System Article 37

paragraph 1 of 2003 mandated that English be studied by students from the junior

high (secondary school) level all the way up to the level of college because of the

importance of fluency in English. The English language learning curriculum for

undergraduate students in higher education must include religious education and

civic education, as stated in article 9 of regulation 19/2005. Additionally, there are

four skills in controlling communication, the first of which is listening, followed by

reading, then writing, and finally speaking. As a result of this, English has been
given the status of a foreign language because universities have traditionally made

the study of foreign languages a requirement for graduation.

At Megarezky University, learning English is a required subject that must

be followed by all students, but it is especially important for students who intend to

major in Pharmacy. When it comes to learning English, pharmacies typically offer

materials that are fundamental, with the overarching goal of developing English

language skills, including listening, speaking, reading, and writing abilities as well

as grammar. On September 7th, researchers conducted observations by distributing

questionnaires via a Google web form to the fourth semester student faculty of
pharmacy, in order to find out the extent of their ability in learning English.
1
 2

Apparently, the goal was not achieved, as the results of the interview explained that
90% of students could not speak, write, Read, or listen using English topics learned

during one semester. The research was conducted in order to find out how well the

students were able to learn English.

According to Kaharuddin (2018:11), the problem of a low level of English

proficiency in Indonesia can be attributed to one of four factors. The first issue is

that most teachers have a relatively low level of expertise. Second, there are too

many students in the group. The third issue is the deficiencies in the curriculum and

the syllabus, and the fourth is that the students lack motivation.
The difficulties that arise during the process of learning English are the

factors that need to be investigated, and what needs to be considered is whether or

not the given syllabus has been prepared according to the requirements that students

have when they are learning. The researcher wants to make changes to the

curriculum in order to find a solution to this issue.

Because the problem of the syllabus and learning objectives are not

compiled based on needs analysis, therefore, this thesis would be arranged based

on the title, which aims to produce syllabus teaching materials based on needs

analysis.

B. Research Questions
1. What are the students needs of ELT material in Pharmacy Department at

Megarezky University?
2. What goals and objective can be formulated from the needs?

C. Research Objectives
1. To find out the students needs of ELT material in Pharmacy Department at

Megarezky University
2. To find out the goals and objective that can be formulated from the needs.
 3

D. Research Significances
In this study, there are three useful namely: students, lecturers, and

Graduated.

1. Students: The results of this study can help students to more easily

understand the material to be studied.

2. Lecturer: The results of this study can be used to find out what materials are

needed by students to teach.

3. researcher: The results of this study can be used as reference material.

E. Scope of the Research

This study would provide an explanation of the terms used in this research

theoretically, the process of collecting information which is categorized into 2,

namely:

1. Linguistic needs: analyze information about learning abilities such as

vocabulary, grammar, pronunciation, etc.

2. Learning needs: gather information about learning styles to select

appropriate teaching methods for students.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Findings

There are several journals related to the title of my research such as:

Aflah [2018] carried out an investigation that was given the title Need

Analysis for English Courses for Championship Students. The forty students who

were enrolled in the first semester of the Nutrition program at Poltekkes Kemenkes

Pontianak served as the research subjects for this study. The author frequently

makes use of research and experimental approaches. The researchers collected the
data for this study by conducting semi-structured and unstructured interviews with

students and lecturers respectively about their respective educational requirements.

The findings indicate that the student's goal to enhance their speaking abilities is in

line with the requirements of the labor market, which calls for a strong command

of the English language.

Herlina [2019] carried out a study with the working title "Need Analysis of

Use Google Form for Learning in PGSD FKIP Tadulako University." This study

utilized a quantitative methodology for data collection, which included

interviewing, observing, and surveying participants (who were either students or

lecturers). The subjects of this study were students and lecturers. A conclusion that
can be drawn from the findings of this study and the subsequent discussion is that

students require learning that is based on the technology of Google Forms. This

conclusion can be drawn due to the lecturer factors, lecture policies, accessibility,

and student factors themselves.

A study titled "Need Analysis of English Learning for Designing English

Curriculum Worksheet" was carried out by Betti Widianingsih[2015]. As research

objects, 72 students who were enrolled in the sixth of the semester 2015-2016

4
 5

school year, 11 lecturers in the field of electronics engineering, and 6 stakeholders

from industry served as the subjects of this study. The method of research that was

utilized was a descriptive case study, the objective of which was to describe the

problem of students' needs in the process of learning English with the specific

intention of utilizing ESP data sources in the form of primary and secondary

information. Data collection is carried out by distributing questionnaires to students

and lecturers of the Electronics Engineering study program. Primary data is taken

from the results of questionnaires in the form of questionnaires and interviews.

Secondary data is taken from documents in the form of journals and reference books
that are related to this research. It was determined, according to the research’s

findings, that (1) the skill that was most in need was speaking because they had
difficulty composing sentences based on correct English grammar, and (2) the

topics that were most desired for learning were topics related to work and adapted

to the needs of the industry. The findings of this study will be used to compile a

curriculum and instructional materials. As a result of this, the researcher suggests

that English lecturers develop an ESP-based curriculum for the development of

English language skills that can be applied in accordance with industry guidelines.

Based on the findings of the three studies that were discussed previously,

specifically those from the research conducted by Mita Nur Aflah who used the
stages and procedures in the implementation of this research while employing Dick,

Carey, and Carey's (1990) interactional development model. Because this research
is still in its early stages, the steps will be implemented in ADDIE activities. The

five steps listed above, which represent the final achievement of this research, are

skills that students consider to be very important for their future careers, particularly

in the areas of speaking and communication. Thus, learning English must consider

the needs of students so that meeting student competencies can be achieved. And
 6

for Herlina, using observation and quasi-interview methods and the research
subjects taken were students and lecturers. The achievements of this study were

66.7% of students chose face-to-face and non-face-to-face. Which is unavoidable

in the digitalist era, information technology-based learning designs using google

form media need to be further developed with validation and efficiency that can be

justified academically. Betti Widianingsih's research using the procedure from

Hutchinson and Waters (1987) explaining the components included in the target

needs and learning needs of the achievements of this study are the important skills

needed are speaking and the second is the desired learning topic that is related to
needs. So what distinguishes the three above from my research is that I use the

Brown (1995:36) procedure, there are 3 steps that must be taken in the research, the
first is making decisions, gathering information, using the information which the

three journals above did not do and my research describes processing of structured

data to produce results the goals and objectives of the needs analysis.

B. Some Pertinent Ideas

Such that part of the report, the researcher explains the various theoretical

terms that were utilized throughout the course of this investigation. These terms

include having an understanding of needs analysis, having the necessary

information for needs analysis, and having systematic procedures for needs
analysis.

1. Theory Needs Analysis

a. Needs Analysis in ELT

In line with West (1997:68), the first time the term "needs analysis" was

used was in 1920. However, this only refers to general language learning needs that

have been formulated in order to learn English. The purpose of this is not to learn

and know English for its own sake. According to Hutchinson and Waters (1987:7),
 7

the beginning of the ESP movement occurred in 1970. During the 1970s, many
linguists considered this era to be one of revolutionary change in the field of

linguistics.

According to Brown (1995:35) needs analysis is part of a systematic

curriculum building which can be the basis for stating goals and objectives,

developing tests, materials, teaching activities, and evaluating strategies. Therefore

needs analysis is considered as an activity in gathering information that forms the

basis for developing a curriculum that will meet the needs of a particular student

learning group in the context of institutions that affect teaching and learning
situations (Brown, 1995).

A needs analysis, as defined by Richards (2021), is a teqnique used to gather

data on the needs of students as a basis for the development of curriculum"

(Richards, 2001: 51), whether the students are in the role of student, manager,

salesperson, tour guide, etc. Learn what language skills are needed. Identify the

subsets of students who need the most specialised education, and see if the courses

being offered are adequate for their needs.

Needs analysis to gather information about students' needs in learning and

obtaining what is needed to teach. in order to make it easier for lecturers to design

a syllabus that fits the learning needs of students, especially the pharmacy major in
learning English
b. The concept of needs analysis

As part of their definition of "needs analysis," Hutchinson and Water (1987:

55-58) first distinguished between "target needs" and "learning needs." The

learner's "target needs" are the tasks that must be accomplished by the individual in

the target environment. On the other hand, students have a wide range of things

they need in terms of learning needs.

 8

1). Target need

a. Necessities: the types of needs that the learner must be familiar with in order

to be able to function in the target situation are referred to as "target

situations."

b. Weaknesses: to find out what the students already know in order to

determine what needs to be covered that has not yet been covered.

c. Wants: Determine the students' true motivations for learning, which is the

third and final goal.

2). Learning need
In order to be able to demonstrate the level of competence for the knowledge

and skills required in the target situation this information can be recorded through

items of language, skills, strategies, subject knowledge etc.

Dudley-Evans and St. Jhon (1998: 121-126) also stated that the purpose of
the concept of needs analysis is the process of determining what and how a course

includes the main objectives, namely: first, needs analysis aims to determine

learners as humans, as language users, and as language learners. Second, the needs

analysis study also aims to find out how language learning and skills learning can

be maximized for certain groups of learners. Third, the needs analysis study aims

to determine the target situation and learning environment so that the data can be
interpreted appropriately.

Dudley-Evans and St. John (1998) state that there are two distinct notions

of needs that can be applied to data collection during a needs analysis. Objective

needs and subjective needs are two different ways of looking at the same thing.
1) Objective needs

This section will discuss the purpose behind the assignments and activities

that have been given to students. For example, course objectives and English are
 9

used to design learning educational activities or use assignments for the purpose
of training and improving basic skills. Is the purpose of the English assignment to

improve a person's reading skills, speaking skills, writing skills, and listening

skills, or all of the above, including their integration.

2) Subjective needs
Analysis of needs seen from the subjective side. It can be interpreted that

the needs analysis is based on the subjectivity of research or subjective needs

analysis aimed at students. That is about the analysis of the needs of the needs,

desires of students, and what factors or what is the background of things that
influence the way they learn. For example, about the reasons students attend

lectures and the expectations of these students.

Brown also stated that the types of information that can be selected in
conducting a needs analysis are linguistic needs and learning needs.

1) Linguistic needs
Linguistic needs describe a collection of information that includes the types

of language components, functions, and topics needed in syllabus design. These

needs are identified through identification of students' learning abilities and

learning priorities. Learning abilities provide information about a skills student's in

language areas such as vocabulary, pronunciation, grammar, topics, and functions.

This information can be used to decide which language components to consider in

syllabus design. Learning priorities provide information about the most preferred

material in syllabus design. This information is very useful for determining the most

appropriate topics for students to study.

2). Learning needs

Learning needs explain the information collected from learning and can be

used to determine the most appropriate methodology (selection of tasks and

 10

learning activities) in syllabus design. Learning needs are categorized into two,
namely learning problems and student learning attitudes. Learning problems

provide information about the problems faced by students when studying a subject.

From this information, teachers are required to help their students to reduce the

effects of their problems by choosing the most appropriate approaches, methods,

and strategies in dealing with teaching problems. While learning attitudes provide

information about how happy students are learning in a program.

It is very important to identify students' learning preferences and learning

styles. Student learning preferences identify how students learn best. on the best
learning. whereas learning styles identify the educational conditions in which

students are likely to learn, therefore learning preferences relate to what learners
need to learn. (tasks or activities) and learning styles relate to how they need to

learn in order to learn (teaching methods).

Brown (1995:35) needs analysis, namely building a systematic curriculum

that serves as a basis for stating goals and objectives, such as developing tests,

materials, teaching activities, and evaluation strategies. Brown (1995: 40) suggests

that the need analysis team should organize their findings and then narrow the focus

of their investigation. The following three basic dichotomies of needs can be

utilized by needs analysts in order to limit the types of information that are required:
1) Situation needs vs language needs

The data needed in this section refer to administration, finances, logistics,

labor, personal pedagogy, and other related topics. language needs refer to the

student's level of English proficiency, their motivations for learning English, their

current abilities, and other related topics.

2) Objectives needs vs subjectives needs

 11

The observational data that students bring with them about their language
learning situations need to be analyzed in order to determine the objectives. And

the term "subjective" refers to what the desires and expectations are that are to be

achieved after a needs analysis has been carried out.

3) Linguistic content vs learning process

Linguistic needs are the specific varieties of language that students are

expected to acquire as part of their education. And learning needs are referred to as

affective requirements such as how motivated a student is to learn.

c. Systematic Prosedure of Need Analysis
An influential language educator, Brown (1995), proposed a set of steps for

conducting a needs analysis that will be modified here for the purposes of this

investigation. The methods for conducting a needs analysis were modified from

those originally developed for that purpose. According to Brown (1995: 36), there
is a general guideline that should be followed when conducting a needs analysis for

a language learning programme. The rule's three parts are as follows: deciding on

the essentials of a needs analysis, collecting relevant data, and acting on that data.

1) Making decision about need analysis

According to Brown (1995): 36), needs analysis can be performed by

determining who are involved, collecting the type of information, and presenting
the point of view. When conducting a analysis of needs in total three systematic

categories to consider:
a. Target group: Several participants in needs anlysis such as students.

b. The audience: people who are asked for needs analysis such as teachers.

c. Resource group: those who participate in needs analysis such as alumni.

There are two categories for determining the kind of the details required:
linguistic needs and learning needs. The first category is:
 12

1. Linguistic needs, a collection of information on the linguistic requirements

for learning English, such as grammar, vocabulary, pronunciation,

functions, and topics, and so on.

2. Learning needs: a collection of data related to the analysis of learning

problems and student learning attitudes.

Following that, there are three parts of basic needs to present in needs

analysis, namely:

1. Situational needs (which may impact the program) vs. language needs

(students' language competence, reasons for learning English).

2. Objective needs (about the situation, students, the language that students

finally get) vs subjective needs (referring to wants, and expectations).

3. Linguistic content (such as phonemes, morphemes, grammatical structures,

speech, functions, ideas, discourse markers, etc.) vs. learning process

(motivation in learning).
2) Gathering information

The first step in gathering information is to distribute questioners to who are

going to be participating in the need analysis. The second step, which is equally as

important, is to process the data collected from questionnaires and any other

instruments that would be used to collect data for the needs inventory. Therefore,
there are two questions evaluate each all of the requirements of the target group;
these questions come from Rossett (1982) and are titled "linguistic needs" and

"learning needs," respectively. These questions focus on two different kinds of

information.

1. Linguistic needs (ability: student's level of proficiency, priority: which

language items are considered most important to learn);

 13

2. Learning needs (problems: difficulties in learning, and participant attitudes

and perceptions of program aspects)

According to Rossett (1982), the process of gathering information

through the selection of types of questions there are five categories of

questions that can be asked for needs analysis to identify problems:

1. Questions are asked in order to determine the issue, and the answer are

provided

2. Priority questions, these questions are offered to look into the language use

issue and determine which abilities are mosh crucial for the target group to
learn. Its goal is to establish whether the objective group to learn. It aims to

determine whether the target skills are, for example, reading, writing,
listening, or speaking.

3. Ability questions, before the learning process begins, limits of students

ability are typically revealed at the beginning of the meeting.

4. Attitude questions, these statements are made to reveal details regarding the

attitudes and sentiments of participants towards program elements.

5. Questions about solutions, questions that generate solution ideas to

understand the problem in context of what changes might lead to

conciliation and conclusion

3) Using information

in findings of the analysis need to be used to develop learning goals and

objectives that would be included in the curriculum and syllabus. These goals and

objectives can then be used to develop instructional materials, instructional

activities, assessments, and evaluations. The terms "goals" and "objectives" are not

interchangeable in this context.

 14

Multiple approaches were used by the researchers who set out to identify
the aims. George T. Doran (1981) created the SMART framework. Focus that is

"Specific," "Measurable," "Achievable," "Relevant," and "Timebound" is called

"SMART." Science adheres to this theory. Applying the ABCD theory created by

Heinich et al. (1996), we can then establish the goals of the study. A, B, C, and D

stand for "Audience," "Behaviour," "Condition," and "Degree," respectively. In

order to better understand this, please refer to the following:

The SMART theory, which stands for Specific, Measurable, Achievable,

Relevant, and Timebound, is being utilized by the researcher in order to ascertain

the objectives that are to be accomplished. SMART Goals are defined as

1. Specific are clearly defined and unambiguous

2. Measurable there should be benchmarks to see the progress of the plan

3. Achievable are Set goals that you can achieve according to your capacity

4. Relevant are states whether the target is in accordance with the purpose

5. Timebond is determine the date when the results can be achieved

To determine the goals to be achieved, researchers use the acronym for the

ABCD theory is Audience, Behavior, Condition, and Degree.

1) The Audience is the group of students

2) The audience can understand verb Behavior is a verb or learner can do after
the instruction.

3) A condition is a situation in which a goal should be finished

4) The degree identifies the standards to be meet by the audience in order to

achieve an unimpressive performance.

The study's author concludes that the findings have important educational

implications, and that they can be used to improve curricula or as a basis for creating

a syllabus and deciding which teaching resources are best for students. The
 15

preceding description supports this inference. As a result of this investigation, the

researcher has a better understanding of how to teach English to students who are

lacking in areas like grammar, writing, reading, listening, and speaking. This

information is provided for the purpose of learning, in terms of the linguistic needs

that must be met. Then, in terms of learning requirements, researchers can ascertain

which learning styles economics students need for an efficient learning process, and

they can offer answers to any issues that students may have while studying English.

Researchers can also determine which learning strategies economics students

should employ for optimal success in the subject.

C. Conceptual Framework

Apply Brown's (1995) theoretical framework to the study at hand. The next
step is to identify your specific information needs, which can be either linguistic or

instructional in nature. Learning ability and learning priorities are two pieces of
 16

information that are related to linguistic requirements. Similarly, learning problems

and learning attitudes are two kind of data that can shed light on a person's

educational requirements. The second step is to collect data, which entails two

major tasks: data management and questionnaire distribution. Finally, the research

was successful; the aims and objectives were met; and stockpile requirements were

determined thanks to the data presented in the first two sections.

 CHAPTER III

RESEARCH METHOD
A. Research Design
1. Design

The method of research that was used in this research was a descriptive

qualitative method. This method displays the results of the data in their natural state,
without any process of deception or other treatment being applied to them.

Sugiyono (2015) quantitative research is a method used to examine objects

naturally, therefore researchers collect data with qualitative data analysis.

2. Location
This research was conducted at Megarezky, University located in Antang.

Because the researcher has friends there to speed up data collaction

B. Research Subject
Students (the target group), lecturers (the audience), and alumni (the source

group) who participated in the needs analysis themselves are the subjects of the

research that would be conducted for this needs analysis. This investigation is being

carried out for the Pharmacy Department at University Megarezky. The population

would be purposively selected in accordance with the distribution that follows:

1. Students: 54 students, there are two classes for semester one 27 respondents and
semester two 27 respondents who study English in the pharmacy department at

Megarezky Antang University. Random sample selection was carried out

randomly, after which each individual was given the same opportunity to
answer research questions either orally or in writing (questionnaire or

interview). This is because the sampling technique used for sampling the

population is called random sampling. Random sampling is a sampling

17
 18

technique in which all individuals, either individually or collectively, are given

the same opportunity as sample participants.

2. Lecturer: 1 lecturer of English who teach in the Faculty of Pharmacy, population

selection is done by Purposive sampling (how a sample can be taken by

identifying a substance that fits its purpose) is said to be purposive sampling

because the selected courses are in accordance with the objectives of this study

is the teacher is one of the important samples in the study.

3. Graduates: 4 graduates would take part in the study as respondents. Both of

them have degrees from Megarezky University, where they majored in

pharmacy. Saturated sampling will be used to select the population, as there

were only two subjects to choose from.

C. Research Instruments
To collect information from the target, this study employing two

instruments, namely a questionnaire and an interview.

1. Questionnaires

Questionnaires are questions that can be used to identify the linguistic needs

and learning needs of students to be studied, according to Rossett (1982) there are
four categories of questions aimed at analyzing needs to recognize:
a. The first is Questionnaire to determine the issue

b. The second is Questionnaire of priority

c. The third is Questionnaire of ability

d. The fourth is Questionnaire of attitudes

 19

2. Interviews

It is possible to obtain information from respondents through the use of

interviews, which involve the direct questioning of research subjects. Structured

interviews and unstructured interviews are the two primary categories of interviews.

A type of interview known as a structured interview is one that follows a

predetermined order and is led by a list of questions that have been compiled in

advance. Structured interviews also do not have additional questions during the

interview so that structured interviews cannot dig up very deep information or can
be said to be limited. While the free interview is a type of interview that is not
guided by a list of questions, usually this type of interview is free to ask so that

information can be dug deeper.

D. Data Collection Prosedures

The process of collection data is a series of steps that the researcher goes

through in obtaining the required data. The steps of data collection include efforts

to limit the researcher, determine the type of data collection and design data

recording.

1. The process of gathering data for the questioner are as followed:

a. Determine the theme or topic questionnaire.

b. Compile a list of questions that will be distributed to resource persons.

c. Determine the source and know their identity.

d. Make an appointment or contact the resource person.

e. Prepare the room to fill out the questionnaire.

f. Doing the division of questioners.

g. Prepare a report on the results of the questionnaire.

2. The interviews data collection procedure are as followed:

a. Determine the theme or topic of the interview.

 20

b. Studying and understanding issues related to the theme.

c. Compile a list of questions to be asked to informants.

d. Determine the source and know their identity.

e. Make an appointment or contact the guest.

f. Prepare some interview equipment, such as stationery, and recording.

g. Conducting interviews.

h. Take notes on the main points of the interview.

i. Compile a report on the findings of the interview.

E. Data Analysis Techniques

The data collection techniques carried out are as follows:

1. Questioner

Determining the woth of the results of the questions, to collect information

from students and experts, analytical questionnaires and observation sheets of

proficiency scores, frequency significance scores and qualitative scores were used
and were created by profiding a definite category from one as displayed below:
Table 1 : Category Level
Proficiency Level Importance Level Frequency Level Scores
Poor Not important Hardly ever 1
Fair Less important Seldom 2
Good Important Often 3
Excellent Very important Always 4

Adapted from Kaharuddin & Hakim(2015) “Syllabus Design for English Language

Teachin"

After calculating the respondents perceptions average score described using

the sacle below:

a. Refers to 1-1.75
b. Refers to 1.76- 2.50
 21

c. Refers to 2.51 -3.25

d. Refers to 3.26 – 4.00

Researchers use the formula below as a quantitative data technique:

∑
̅X = fx
∑f
Description:
̅X : Average score
∑ fx : Frequency

∑ f : Number of respondents

2. Interviews
There are three stages of activities in data analysis, namely:

a. Data processing

The processing of the data is the initial step in any method of data analysis.

upon the data have been collected, the following stage is the processing of the data.

The goal of processing data is to select or focus data that is relevant to research

problems in order to prevent the data from spreading. Editing, coding, and

tabulation are the three stages that make up the data processing process.

1) Editing

The earliest stage is the editing stage, which entails checking or double-

checking the data to ensure that it is consistent with the formulation of the research
problem.

2) Coding

The stage that comes after checking or double-checking the data is known

as the coding stage. At this point, the data is marked with a specific symbol or sign

so that it can be used later as material for analysis.

 22

3) Tabulating

Tabulation is the stage of the research process where the data are compiled

or presented according relating to the studys issue. This stage requires the research

to do the research.
b. Data analysis

The analysis from the information constitutes the second step in the data

analysis process. After the data from the research project have been processed,
presented, and arranged in a logical fashion, the next stage, analysis, is performed.

The data need to be analyzed so that they can be simplified, clarified, and made
easier to interpret. This is the purpose of the analysis.

c. Interpretation

The interpretation of the data is the final step into the process. The purpose
of the interpretation of this research is to provide readers with conclusions that are

comprehensible on the basis of the data that has been compiled, processed, and

presented in various forms throughout the research process. Adjusting the

hypotheses in light of the research results that have been found, taking into account

factors such as whether or not they are appropriate, etc., is the method that will be

used to arrive at conclusions in this study.

 CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings and Discussions
Researcher presents findings from questionnaires and interviews. In this

part, we present these results. This section will only explain the first two levels of

data research to produce a needs inventory, but there are three stages total

information about linguistic needs and learning needs. These two stages are the

analysis of needs for making decision, and the analysis of needs for gathering

information. Then, we would only explain the first two stages of the analysis as
follows in this section; the rest of the analysis will be explained in the section where

we discuss the results.

1. Making Decision of the Needs Analysis

For the purpose of this section, specifically the selection of participants and

the classification of the information obtained for research. This study was carried
out at the Megarezky University Faculty of Pharmacy, and there were a total of 59

participants. All of the participants were divided up into three different groups,

which were as follows:

a. Students: The total of 54 students, and they were evenly distributed between

the first-semester English learners (27 people) and the third-semester English

learners (27 people), who had already taken the first-semester course.

Statistically valid samples were drawn at random from the population. Hence

the name "random sampling," this sampling technique ensures that every

member of the population has an equal chance of being selected as a sample

member and that every subject has an equal chance of orally and in writing
responding to the researcher's questions. When drawing from a population at

23
 24

random, each individual has a finite but constant chance of being included in

the sample.

b. Lecturer: 1 lecturer of English who teach in the Faculty of Pharmacy,

population selection is done by purposive sampling (that is, how a sample can

be taken by identifying a substance that fits its purpose) is said to be purposive

sampling because the selected courses are in accordance with the objectives

of this study is the teacher is one of the important samples in the study.
c. Graduates: 4 graduates were participant in this study. there is all graduates of

Megarezky University majoring in pharmacy class of 2017, population

selection using saturated sampling (i.e. how is the sample if all members of

the population are sampled) It is said that the sample is saturated because the

population is small, namely only 4 subjects, all of whom are taken as samples.

For the type of information to be analyzed at a later stage, as follows:

Table 2 : Types Information to Find Out
No Types of Information
1
a) Linguistic Needs b) Learning Needs
 Learning Priority  Learning Problem
 Lerning Ability  Learning Attitudes
2 Needs Inventory
3 Goals and Objectives

Table 3: Distribution of the Respondens by Genders

No Respondents Male Female Total

M % F %
1 Students 6 11.2 48 88.9 54
2 Lecturer 0 0 1 100 1
3 Graduates
3 75 1 25 4
∑ 9 15.3 50 84.8 59

Source: Preliminary data Processing

 25

According to the data presented in the table located above, there were a total

of 54 student participants, including 6 male and 48 female students. While there

was only one female participant among the lecturers, there were a total of four

participants among the alumni; three of them were male and one was female. It is

clear that there are more female respondents than male respondents, with 15.3%

male and 84.4% female participants out of a total of 59 people who took part in the

survey.

Table 4: The Distribution of the Respondens by Age

17-20 21-30 31<
No Responden Total
F % F % F %
1 Students 52 54.2 2 3.8 0 0 54
2 Lecturer 0 0 0 0 1 100 1
3 Graduates 0 0 4 100 0 0 4
∑ 52 88.2 6 10.2 1 1.7 59

Source: Preliminary data Processing

The above table explains that there are far more respondents aged 17-20
with a score (88.2%). It can be concluded that it is much easier to learn and

understand English lessons when a student is at this age because they have the

motivation to learn English.

2. Gathering Information of the Needs Analysis

Both questionnaires and interviews were used in this research project to be

able to collect the necessary information for analysis. The administration of

questionnaires to students took place on December 6th for the first semester and

December 8th for three semester during the month of December. Offline in their
class, questionnaires were passed out to be filled out. A total of 54 students,

consisting of 27 people in semester 1 and 27 people in semester 3, were given

questionnaires to fill out. Following the completion of the questionnaire, direct

 26

interviews were carried out with a total of fifteen participants, including ten

students, one lecturer, and four graduates. Each interview contained five questions

regarding the significance of acquiring English language skills within the Pharmacy

Department.

The participant's personal information, preliminary questions, and linguistic

needs and learning needs make up the first, second, and third sections of the

questionnaire, respectively, which are designed to collect the aforementioned

information. If so, the requirements for the inventory are generated by this query.

The following is an analysis of the data in the form of a table, along with
explanations supported by data obtained from interviews:

a) Preliminary Questionnaire
The preliminary questions cover fundamental issues such as the significance

of English and the goals to be accomplished through the study of English.

1. Perceptions of the Need for English Teaching in the Pharmacy Department

The views expressed by respondents regarding the importance of having

access to English Language Classes within the Pharmacy Department. The

following table provides more detail regarding this information:

Table 5: Level of the Importance of English
Level of importaance
Respndents N Total
Not imp Les Imp Imp Very Imp

Students 0 0 7 47 54 3.89
Lecturer 0 0 0 1 1 4.00
Graduates 0 0 0 4 4 4.00
∑ 0 0 7 52 59 39.6

Sourc: Preliminary data processing

A total of 52% of respondents (52 out of 59) rated the importance of learning
English as very important, as shown in Table 5. This gives an average score of
(3.96) for English subjects, which indicates that English is very important to learn.
as stated by students in interviews.
 27

Student 2:
“Materi pembelajaran bahasa Inggris di jurusan farmasi sangat penting karna di
farmasi banyak pembelajaran menyangkut berbahasa Inggris apalagi resep obat
menggunakan dalam bahasa Inggris dan buku yang kita pakai itu rata- rata
semuanya bisa dikatakan bahasa Inggris, kalau mau mencari literature, kita harus
menerjemahkan terlebih dahulu kalau kita tahu bahasa inggris setidaknya kita
paham apa yang dijelaskan dalam buku tersebut. Dan bahasa Inggris adalah
bahasa internasional jadi menurut saya belajar bahasa Inggris itu sangat penting
untuk dipelajari”.
(English language learning material in the pharmacy department is very
important because in pharmacy there is a lot of learning related to English,
especially drug prescriptions using English and the books we use on average can
all be said to be in English, if you want to look for literature, we have to translate
first if we know English at least we understand what is explained in the book. And
English is an international language so I think learning English is very important
to learn)
Table 5 comes to the conclusion that the information data from the three
respondents for groups of students, lecturers, and alumni explains that taking

English classes is "very important" to learn because learning English is an

international language that will be very profitable in the future, especially in the

world of work. . Table 5 also concludes that it is very important to take English

classes. Therefore they must take English classes to improve their language

skills.

2. Perceptions on Required English Component

Reading, writing, listening to and speaking in English, as well as learning

grammar and vocabulary, are all necessary parts of the English language learning
process. The following table provides more detail regarding this information:
 28

Table 6: The Importance Level of Languange Components

English Component
Respondens
Reading Writing Listening Speaking Grammar Vocab
Student 3.75 3.49 3.6 3.91 3.71 3.86
Lecturer 4.00 4.00 4.00 4.00 4.00 4.00
Graduate 4.00 3.50 3.50 4.00 3.50 4.00
∑ 3.92 3.67 3.7 3.97 3.74 3.95

Source: Preliminary data processing

It can be seen in table 6 explaining that the respondents' statements show an

average score of "very important" regarding the importance of speaking,

vocabulary, and reading, grammar, listening, and writing lessons with scores (3.97),

(3.95), ( 3.92), (3.74), (3.7), (3.67).

This fact shows that learning to speak, read, vocabulary, grammar, listening

and writing is very important for the respondent with the highest score. This shows
that speaking frequently will develop students' vocabulary, and using vocabulary

will develop speaking skills as expressed by students in interviews.

Student: 1
“belajar bahasa Inggris itu yang penting adalah berbicara karna apabila ketemu
orang asing di klinik atau di rumah sakit kita bisa memahami apa yang dikatakan”
("the important component of learning English is speaking because if you find a
patient, a foreigner in a clinic or hospital, you can understand what is being said")
This shows that improving speaking, reading, and vocabulary, grammar,

listening and writing skills is very important to improve students' English skills,

especially in the pharmacy department, therefore it is very important to learn.

According to Nurgiyantoro (1995:276), the activity of speaking is one that

is carried out after the activity of listening. First, humans learn to pronounce words
 29

based on the sounds they hear, and then they practice their speaking until they

become proficient.

3. Perceptions on the Purpose of Learning English Languange

Because it is very important to explain the purpose in the future of

developing English language teaching skills, this section explains the purpose of

learning English for pharmacy students. This purpose can be described within the

table that follows:

Table 7: The Purpose of Learning English

Respondet
No Respondens Average
Student Lecture Graduate
Can communicate
1 effectively with foreign 3.80 4.00 4.00 3.93
patients
Able to understand the
2 language both in reading 3.82 4.00 4.00 3.94
and conversation
3 Improve self-ability 3.75 4.00 4.00 3.92
Can adapt to the
4 3.62 4.00 4.00 3.88
environment

0 – 1.50 = Not Important 2.51 – 3.50 = Important

1.50 – 2.50 = Less Important 3.51 – 4.00 = Very Important

Source: Preliminary data processing

In table 7 above it is known that there are four goals in learning English,

namely can communicate effectively with foreign patients (3.93), able to

understand the language both in reading and conversation (3.94) Improving self-

ability (3.92) can adapt to the environment (3.88) and according to students' view
that all topics with a score of "very important" English learning objectives and the

highest score are able to understand the language both in reading and in

conversation (3.94).
 30

It can be seen that the students' interest in learning English as a topic is very

important because it will have a significant impact on the future workplace they

would encounter. One of the students explained their reasoning in the following

interview:

Students: 5
“tujuan belajar bahasa Inggris khususnya di bidang farmasi ingin meningkatkan
keterampilan berbahasa saya apalagi kita bekerja di klinik atau dirumah sakit,
bahkan di apotik, kita berada di dunia pelayanan pastinya harus bisa berbicara
menggunakan bahasa inggris yang baik, agar nantinya orang asing berkunjung,
kita bisa membuatnya paham, dan yang kedua di jurusan farmasi itu
menggunakan resep obat dalam bahasa Inggris jadi harus paham semua itu jadi
menurut saya sangat penting belajar bahasa Inggris khususnya di dunia jurusan
farmasi”.
( the goal of learning English, especially in the pharmaceutical field, is to
improve my language skills, especially when we work in clinics or hospitals, even
in pharmacies, we are in the service world, of course we have to be able to speak
good English, so that later foreigners visit us. can make him understand, and the
second in the pharmacy department uses prescription drugs in English, so you
have to understand all of that, so in my opinion it is very important to learn
English, especially in the world of pharmacy majors ".).
The finding is a kind of need to learn English to improve their skills. This is

because English will be very important in the future, especially in the world of

work. It is important for lecturers to emphasize to their students the importance of

acquiring English skills.

b) Core Quastionnaires (section of Linguistic Needs)

In this paragraph, the researcher riviews information about to linguistic

needs, specifically learning abilities and prioritizing learning from questionnaires

to responses which have been distributed in the past, according to the distribution

results, the researcher determines how the questionnaires were distributed.

 31

a. Learning Ability

The answer to this question would serve as a gauge for determining the

extent to which students have mastered various aspects of the English language,

including reading, writing, listening, speaking, grammar, and vocabulary.

1. Perception on the Students level of English proficiency

The purpose of this section is to determine the linguistic requirements for

developing an English curriculum. during this stage of the design process, in order
to determine the extent of students' command of the English component. The

following table contains more information regarding this topic:

Table 8: Students’ Perception About Their Skill Level of Proficiency

English Component
Respondens Reading writing Listening Speaking Grammar Vocab
F % F % F % F % F % F %
Poor 8 14 13 24 13 24 24 44 18 33 26 48
Fair 26 37 20 37 25 46 30 55 25 46 28 51
Good 19 48 19 53 12 22 0 0 10 18 0 0
Excellent 1 1 2 3 4 7 0 0 1 1 0 0
Average 2.25 2.19 2.13 1.56 1.89 1.52

0 – 1.50 = Poor 2.51 – 3.50 = Good

1.50 – 2.50 = Fair 3.51 – 4.00 = Excellent

Source: Preliminary data processing

In table 8 above it can be noticed that the level of ability between reading,

writing, listening, grammar, speaking, and vocabulary with scores (2.35), (2.19),

(2.13), (1.89), (1.56), (1.57) are at a Fair level and what needs to be improved is

speaking and vocabulary with an average score of (1.56) and (1.52).

It can be concluded from the table above that the ability to learn English in

the reading, writing, listening, grammar, speaking and vocabulary components is at

a fair level.
 32

b. Learning Priorities

The purpose of this inquiry is to determine which aspects of English are

necessary for students majoring in pharmacy to be able to communicate effectively

in English.

1. Perceptions on Required English Component at the Pharmacy Department

According to the opinions expressed by participants in this research, the

following section provides an explanation of why it is essential to include the

language components that were discussed earlier in the process of designing the
curriculum for the English class. The following table provides more detail regarding
this information:
Table 9: The Importance Level of Lnguange Components
English Component
Respondens
Reading Writing Listening Speaking Grammar Vocab
Student 3.93 3.64 3.73 3.96 3.69 3.75
Lecture 4.00 4.00 4.00 4.00 4.00 4.00
Graduate 3.75 3.25 3.5 4.00 3.75 3.75
∑ 3.90 3.63 3.75 3.99 3.82 3.84
0 – 1.50 = Not Important 2.51 – 3.50 = Important
1.50 – 2.50 = Less Important 3.51 – 4.00 = Very Important

According to the data presented in Table 9, the majority of respondents think

that all aspects of English, including speaking, reading, vocabulary, grammar,

listening and and writing, are at a "very important" level. These aspects are scored

(3.99), (3.90), (3.84), (3.82), (3.75), and (3.63).

It can be concluded that learning the components of learning English are all
very important, but speaking is the "very important" part and has the highest value

in learning English. This was expressed by one of the students and lecturers

regarding the importance of learning English in the pharmacy department in the

following interview:
 33

Students: 2
“Dari kelima komponen belajar bahasa Inggris, paling penting adalah berbicara
karna akan membantu kami nantinya di dunia pekerjaan contohnnya dirumah
sakit, karna bisa saja kita mendapati pasien asing untuk kita tangani oleh sebab itu
sangat penting berbicara"
("Of the five components of learning English, the most important thing is
speaking because it will help us later in the world of work, for example in a
hospital, because we might find foreign patients for us to work on, that's why it's
very important to speak").
Lecturer: 1
“di antara beberapa komponen yang dibutuhkan oleh mahasiswa di jurusan
farmasi yang sangat penting itu, semua penting, tapi yang penting di jurusan
farmasi itu adalah membaca dan berbicara karna seperti yang kita ketahui di
jurusan farmasi sering mendapatkan tugas jurnal dan kebanyakan menggunakan
resep obat obatan yang berbahasa Ingris, dengan begitu dengan membaca siswa
mendapatkan kosa kata yang akan meningkatkan kemampuan dalam berbicara
oleh karna itu kosa kata juga sangat penting juga karna dasar dari belajar bahasa
Inggris, Jadi sangat penting belajar bahasa Inggris di jurusan farmasi”.
(Among the several components needed by students in the pharmacy major, the
most important ones are all important, but what is important in the pharmacy
department is reading and speaking because as we know, pharmacy majors often
get journal assignments and mostly use prescription medicines in English. , that
way by reading students get a vocabulary that will improve their ability to speak,
therefore vocabulary is also very important because it is the basis of learning
English, so it is very important to learn English in the pharmacy department).

It can be concluded that speaking can help students to improve their abilities.

Speaking skills are supported not only by vocabulary skills, but also by writing,

reading and listening skills. Therefore, it can be concluded that speaking is an aspect

of education that is very important to learn.

 34

2. Perceptions on Topics Learning

In this paragraph, we will go over the titles of the topics that are covered in

the learning materials that are available for students to use their English language

skills to apply to different aspects of the pharmacy department. The following table

contains more information regarding this topic:

Table 10: Perception on the Most Preferred Topics to Learn

Respondent
No Topics Average
Studens Lecturers Graduates
1 My Future Specialty 3.45 2.00 3.75 3.73
2 Chemist Shop 3.43 4.00 3.5 3.64
3 Prescription 3.62 4.00 3.75 3.79
4 Coldrex Tablets 3.56 4.00 3.5 3.69
5 The Chemical Laboratory 3.52 4.00 3.75 3.76
6 What is Pharmacy 3.54 3.00 3.25 3.26
Pharmaceutical
7 technology, Industry, 3.69 4.00 3.75 3.81
Manufacturing
Pharmacy Management
8 3.65 3.00 3.75 3.47
and economic
What is Drug, a
9 3.63 3.00 3.5 3.38
medication, emedicine
10 Drug names 3.63 4.00 4 3.88
11 Drug classes 3.65 3.00 3.75 3.45
12 Drug administration 3.56 4.00 3.5 3.69
13 Drug interaction 3.62 4.00 3.75 3.79
14 Drug toxicity 3.71 4.00 3.75 3.82

0 – 1.50 = Not Important 2.51 – 3.50 = Important

1.50 – 2.50 = Less Important 3.51 – 4.00 = Very Important
Source: Preliminary data processing
the perspective of the respondents are shown in table 10 which can be found

above regarding the subjects that have different scores covered in the Pharmacy

major. for students found twelve "very important" topics but one topic was
 35

considered "very important" with the highest score, namely drug toxicity with a

score of (3.71). Then the perspective of the lecturer, there are nine courses whose

average value is in the "very important" category. These topics include: my future

specialty (3.75), presception (3.75), the vhemical laboratory (3.75), pharmacy

thecnology,industry,manufacturing (3.75), pharmacy management and economic

(3.75), drug classes (3.75) drug administration (3.75), drug interaction (3.75), drung

toxicity (3.75) drug names (4.00). Whereas for alumni there are 9 "very important"

topics, namely my future specialty, recipes, chemical laboratories, pharmaceutical

technology, industry, manufacturing, pharmaceutical management and economics,

drug classes, drug interactions, drug toxicity and drug names with an average score

around between (3.75 to 4.00). but among all topics, only one had the highest

average score of all respondents, namely drug names with a score of "very

important" (3.88)

This material is useful for pharmacy majors by learning drug names would

help students improve their English language skills when serving patients.

Therefore, the topic of drug names is a very important topic that must be discussed

in pharmacy English class.

3. Perceptions on Grammar Items

This section provides details on grammar topic material that is required to

be studied in the Pharmacy department in order to improve English language skills;
the information presented in this section is shown in the table that follows:
 36

Table 11: The Respondents Perception on Grammar Items

Suggested Grammar Respondent
No Average
Items Studens Lecturers Graduates
1 To be 3.52 4 3.75 3.76
2 To have 3.52 4 3.75 3.76
3 Noun 3.5 4 3.25 3.58
4 Adjective 3.5 4 4 3.83
5 Verb 3.62 4 4 3.87
6 Adverb 3.45 4 3.5 3.65
7 Simple Present Tense 3.6 4 3 3.53
8 Some and Any 3.56 4 3.75 3.69
9 There is/There are 3.39 4 3.5 3.63
10 Pronoun 3.62 4 3.25 3.62
11 Present Continuous tense 3.47 4 3 3.49
12 Past continuous tense 3.5 4 3.25 3.58
13 Future Continuous tense 3.49 4 3.25 3.58
14 Present Perfect tense 3.56 4 3.5 3.69
15 Future perfect tense 3.49 4 3 3.5
16 Passivevoice 3.54 4 2.75 2.43
0 – 1.50 = Not Important 2.51 – 3.50 = Important
1.50 – 2.50 = Less Important 3.51 – 4.00 = Very Important

Source: Preliminary data processing

Based on the results presented in Table 11 above, students consider that there are 8
"very important" grammars, namely to be and to have with a score of (3.52), passive

voice (3.54), same and any, and present perfect tense with score (3.56), verb and

pronoun with score (3.62) simple present tense (3.6) whereas according to the

lecturer all grammar has an average "very important" score (4.00). while alumni

indicated “very important” with an average score from (3.75) to (4.00). of all

respondents the most "very important" average score with a high score is verb with

a score (3.87).
In an interview, a student majoring in pharmacy stated that one of the most

important materials to learn in order to improve one's English learning ability,

grammar is one of the most important materials to learn.
 37

Students:3
“Menurut saya kemampuan belajar bahasa Inggris yang penting untuk dipelajari
yaitu grammar, contohnya part of speech, dan kata kerja karna ketika saya belajar
tata bahasa penempatannya saya kurang paham atau kadang terbalik oleh karna
itu sangat penting belajar tata bahasa untuk memperbaiki kemampuan bahasa
kita”.
(In my opinion, the ability to learn English that is important to learn is grammar,
for example part of speech, and verb because when I study grammar I don't
understand the placement or sometimes it's upside down because it's very
important to learn grammar to improve our language skills).

Harmer (2007) explains that teaching grammar can be in the form of

introducing grammar, finding grammar, and then grammar and grammar games.

said that understanding grammar as part of language knowledge can help students

to achieve communicative abilities

c. Core Quastionnaires (section of Learning Needs)

for this part of the report, the researcher did an analysis of the information

data about learning needs, specifically learning problems and learning styles, which

came from the questionnaire that had been handed out to earlier respondents and
was based on the results of interviews.
a. Learning Problem

In this section finding out what problems students experience in learning

English.
1. Perceptions on the Learning Problems.

In this section, the problems that students face when attempting to learn

English are discussed. This is something that needs to be taken into consideration

in order to make the process of learning more efficient. The following table
provides more detail regarding this information:
 38

Table 12: The Students Perceptions on Learning Problem in Learning English

Respondent
No Learning Problem Average
1 2 3 4
Lack of interest and
1 7 9 31 7 2.7
enthusiasm for learning
Difficulty in understanding
2 7 5 26 16 2.95
someone who speak
Do not have the confidance
3 3 4 27 20 3.20
to speak English
not concentrating because
4 textbooks are considered 9 9 27 9 2.67
less interesting
Limited time available for
5 18 25 11 0 1.88
learning English in class
Difficult to understand
6 2 4 30 18 3.19
leaning grammar
7 Wrong learning method 4 11 31 8 2.8
8 Lack vocabulary 0 0 40 14 3.26
Difficult constucring
9 0 7 32 15 3.15
sentence in English

0 – 1.50 = Hardly Ever (1) 2.51 – 3.50 = Often (3)

1.50 – 2.50 = Seldom (2) 3.51 – 4.00 = Always (4)
Source: preliminary data processing

It was found, using the data presented in table 12, that students faced two

problems when trying to learn English. These challenges are as follows, in no

particular order:

(1) The first part is the source of psychological problems where students are not

confident to speak English (3.20), lack of interest and enthusiasm for learning

(2.7), not concentrating because textbooks are considered less interesting (2.67),

limited time available for learning English in class (1.88).

(2) The second part is limited linguistic resources namely lack vocabulary (3.26),

difficult to understand learning grammar (3.19), difficulty to constructing

sentence in English (3.15), difficulty in understand someone who speak (2.95),
wrong learning method (2.8).
 39

Student learning problems are at a frequency of "often" with an average score of

(3.26) to (2.67) it can be seen that students lack vocabulary so that students' abilities

are very limited. Things like this that need attention is how the lecturer approaches

students so they can improve their English learning skills. This will reduce

problems in learning and the learning process can run well. as students said in

interviews.

Students: 5
“kesulitan dalam belajar bahasa Inggris yaitu speaking karna belajar berbicara itu
bukanlah hal yang mudah karna susah apalagi kosa kata saya sangat terbatas”
(the difficulty in learning English, namely speaking, because learning to speak is
not easy because it is difficult, especially since my vocabulary is very limited).
Students : 4
“kesulitan dalam belajar bahasa inggris yaitu kosa kata saya terbatas oleh sebab itu
saya kurang memahami pembelajaran bahasa inggris apalagi grammar kadang saya
tidak tau aturan penempatannya.
(the difficulty in learning English is that my vocabulary is limited, that's why I don't
understand English learning, especially grammar, sometimes I don't know the
placement rules).
The information presented above demonstrates that students' vocabulary

skills are extremely deficient, which is due to a lack of attention paid to studying as

well as a shortage of time spent studying, as a students explained in an interview:

Students: 2
“Menurut saya yang paling sulit adalah kosa kata karna saya orangnya terlalu sibuk
jadi untuk menghapal banyak kosa kata saya kurang waktu, terkadang jika
diberikan kosa kata besoknya saya lupa”.
(I think the most difficult thing is vocabulary because I'm too busy so I don't have
enough time to memorize a lot of vocabulary, sometimes if given vocabulary the
next day I forget).
 40

Because the students did not pay enough attention to the objectives of each

component being taught, the situations described in the previous paragraphs, which

were supported by the data presented above, led them to the conclusion that their

vocabulary and speaking skills were lacking, especially their vocabulary. As a

result, it is very important for teachers to pay more attention to their students and

help them appreciate the importance of education. Because vocabulary is a

component of all to improve the ability to learn English.

Based on Zuchdi, who was quoted in Ubaidah (2006), vocabulary mastery

is defined as the capability of a person to recognize, understand, and use words in

an appropriate and correct manner through listening, speaking, reading, and writing.

Basen on Suroso (2009: 73) regarding the question of mastering vocabulary

is very important, because with good vocabulary mastery, good English language

skills will also be formed.

b. Learning Attitudes

In this section to find out what learning styles students need in learning

English so that learning in the classroom becomes effective

1. Perceptions of Students Learning Styles
The discussion of the respondents' perceptions of learning styles. Where

learning styles greatly influence student learning, so that material that is difficult is

easy to understand, especially in learning English. This information can be found

within the table below.

 41

Table 13: Perceptions on the Students Learning Styles

Respondent
No Learning Styles Average
Students Lecture Graduate
Listeng to short story
1 3.39 3.00 3.75 3.38
( audio)
2 Using film or video 3.26 4.00 3.5 3.59
3 Group study 3.21 4.00 3.25 3.49
4 Learning through picture 3.32 4.00 3.25 3.52
5 Read a book 3.62 4.00 4.00 3.88
Make dialogue with
6 3.73 4.00 4.00 3.91
friends
7 traslating 3.53 4.00 3.75 3.76
Learning by doing
8 3.02 4.00 4.00 3.65
(kinestetik)
9 Using games 3.49 3.00 3.00 3.16
10 Online learning 3.25 3.00 3.25 3.17
11 Give homework 3.25 4.00 3.00 3.42
Source: Preliminary data processing

Based on the data presented in table 13 above, there are 11 different learning

approaches that are suggested as a way to improve students' English learning

abilities. From the data presented above, for the perception of student groups there

are 3 styles are considered "very important" with an average score of translating

(3.53) reading books (3.62) dialogue with friends (3.73) while alumni group

perception considers that there are 5 that are "very important" with an average score

ranging from (3.75) to (4.00). different from the lecturer's perception that there are

9 styles that are at the highest level which have an average score of "very important"

(4.00). but overall respondents have 5 learning styles that are at the "very important"
level, namely learning through pictures (3.52), using film or video (3.59), learning

by doing (3.65), translating (3.76 ), reading books (3.88). ), dialogue with friends

(3.91).
The fact that participants liked learning through picture, using films or
videos, learning by doing, translating, read books, make dialogue with friends,
 42

some students tend to like learning like that so learning is not boring as students
said in interviews:

Students: 3
“Menurut pengalaman saya yang saya senangi dalam belajar bahasa Inggris yaitu
mendengarkan lagu, menonton film movie berbasis Ingris, itu paling mudah atau
yang paling menyenangkan untuk dipahami siswa dalam belajar bahasa Inggris”.
(According to my experience, I like the most in learning English is listening to
songs, watching English-based films, it is the easiest or the most fun for students
to understand in learning English)
Students:1
“Menurut saya, yang saya senangi dalam belajar bahasa Inggris itu audio karna
saya lebih senang mendengarkan, mempraktekkan atau mengeluarkan langsung
kata kata tersebut”.
(In my opinion, I like in learning English is audio because I prefer to listen,
practice, or speak the words directly)

Graduated : 3
“gaya belajar berdialog dengan teman sebangku dengan mempraktekkan itu
menurut saya belajar bahasa Inggris yang paling mudah itu dipahami (“the
learning style of dialogue with peers by practicing, in my opinion learning
English is the easiest to understand”)

Using the dialogue learning syles is considered effective and interesting to

use in the classroom because it can attract students' attention and help students stay

focused in learning. so that students in the class do not get bored while studying, it
is necessary to pay attention to the needs of students.

The findings from the information data presented above explain that

students are more interested in learning by using the learning style of dialogue with

friends. Therefore, it is necessary to equip students with a variety of interesting

learning styles in order to improve students' English skills.

 43

c. Discussions
Data analysis results and explanations that the study's central questions the

presented here. Part one covers the types of resources the ELT Pharmacy

department would need in the needs inventory section, and part two covers the

department's aims and priorities in the context of information needs analysis.

1. Needs Inventory
This section employs information needs analysis, research employs the

outcomes of needs analysis to develop learning goals and objectives, and finally, a

curriculum for teaching English in the pharmacy department is developed from

these outcomes. To begin, the study will examine all inventory requirements.
a. Learning Abilities

The first is figuring out what they've learned from the information they've

already been given. In this section, we'll look at how teachers evaluate their

students' compotence in the various facets of the English language. Moreover, the

findings of the analysis show that students' learning ability is only at a sufficient

level based on the average score:

1) Reading : score on average is 2.25= Fair.

2) Writing : score on average is 2.19 = Fair.

3) listening: score on average is 2.13 = Fair.

4) Grammar : score on average is 1.89 = Fair.

5) Speaking: score on average is 1.56 = Fair.

6) Vocabulry: score on average is 1.52 = Fair.

The data above explains that the level of students' ability in the components

of reading, writing, listening, grammar, speaking and vocabulary is at an fair level

but vocabulary and speaking has the lowest score, therefore the teacher needs to
pay attention to students' vocabulary abilities. because besides speaking
 44

vocabulary it is also the basis for learning English to improve all components of

learning English.
b. Learning priorities

The analyses’ findings are presented in this section the analysis of student

priorities, according to data analysis, the importance of the learn English language

components namely reading, writing, listening, speaking, grammar, vocabulary for

respondents. The results of the analysis can be known as follows:

1) Speaking : score on average is 3.99 = Very Important.

2) Reading : score on average is 3.90 = Very Important.

3) Vocabulary : score on average is 3.84= Very Important.

4) Grammar: score on average is 3.82 = Very Important.

5) Listening : score on average is 3.75 = Very Important.

6) Writing : score on average is 3.63 = Very important.

based on the explanation above that the syllabus can be arranged several

components of English material based on students' priorities from speaking to

writing.
based on the results of research conducted (Nashir Muhammad 2019), it

shows that students consider speaking very important for their future.

 The Needs for learning Topic Material of Pharmacy

The pharmacy major provided a wealth of rading, writing listening,

speaking, grammar, and vocabulary. For the material English language courses.
 45

And the analysis of the data from the respondents on the 14 topics suggested is as

follows:
1) Drug names 3.88 = very important.

2) Drug toxicity 3.82 = very important

3) Pharmaceutical technology, industry, manufacturing 3.81= very important.

4) Prescription 3.79 = very important

5) Drug interaction 3.79 = very important

6) The chemical laboratory 3.76 = very important

7) My future specialty 3.73 = very important

8) Coldrex tablets 3.69 = very important

9) Drug administration 3.69 = very important

10) Chemist shop 3.64 = very important

11) Pharmacy management and economic 3.47 = important

12) Drug classes 3.45 = important.

13) What is drug, a medication, emedicine 3.38 = important

14) What is pharmacy 3.26 = important

According to the data above, there are 10 topics that are "very important" to

learn in English. and great care should be taken to present using this topic as an

English language learning material. this shows that they expect learning that is in

accordance with the needs of their profession.

based on the results of research conducted (Syukur, Abd 2017), shows that

students consider all the topics offered important to learn because all topics are

interrelated and in accordance with health in the pharmaceutical field.

 46

 The needs for learning grammar

Here, the importance of various items recommended for students to learn

the grammar component of English is determined according on an analysis of the

data provided by respondents, The data analysis led to the following conclusions:
1) Verb 3.87= very important.

2) Adjective 3.83 = very important.

3) To be 3.76 = very important.

4) To have 3.76 = very important

5) Same and any 3.69 = very important

6) Present perfect tense 3.69 = very importany

7) Adverb 3.65 = very important

8) There is / there are 3.63 = very important

9) Pronoun 3.62 = very important

10) Noun 3.58 = very important

11) Past continuous tense 3.58 = very important

12) Future continuous tense 3.58 = very important

13) Simple present tense 3.53 = very important.

14) Future perfect tense 3.5 = important.

15) Present perfect tense 3.48 = important

16) Passiv voice 3.43 important

According to the data above, all the suggested items are very important to

improve students' grammar skills except for the future perfect tense, present perfect

tense, and passive voice. The needs inventory table from needs linguistics is as

follows:
 47

Table 14: The Overall Needs inventory from linguistic Needs

Linguistic Needs
Learning Ability Learning Priority
1. Fair in Reading 1. Speaking is the first priority
2. Fair in Writing 2. Reading is the second priority
3. Fair in Listening 3. Vocabulary is the third priority
4. Fair in Grammar 4. Grammar is the fourth priority
5. Fair in Speaking 5. Listening the fifth priority
6. Fair in Vocabulary 6. Writing is the Sixth Priority
Learning English with the Topics
1. Drug names Drug 8. Coldrex tablets
2. Toxicity 9. 10. Drug administration
3. Pharmaceutical technology, 10. Chemist shop
industry, manufacturing
4. Prescription
5. Drug interaction
6. The chemical laboratory
7. My future specialty
Basic Grammar items to be used in English Languange Teaching
1. Verb 9. Pronoun
2. Adjective 10. Noun
3. To be 11. Past continuous tense
4. To have 12. Future continuous tense
5. Some and any 13. Simple present tense
6. Present perfect tense
7. Adverb
8. There is / there are

2. Learning Problem

Based of respondents' on the analysis perceptions of learning problems

experienced by students when learning English, the result as follow are obtained:

1. The psychological problems

 do not confidance to speak English 3.20 = Often
 48

 lack of interest and enthusiasm for learning 2.7 = Often

 not concentrating because textbooks are considered less interesting

2.67 = Often

 limited time available for learning English in class 1.88 = seldom

2. The limited linguistic

 lack vocabulary 3.26 = Often

 difficult to understand learning grammar 3.19 = Often

 difficulty to constructing sentence in English 3.15 = Often

 difficulty in understand someone who speak 2.95 = Often

 wrong learning method 2.8 = Often

whereas based on the results of the theory found by (Nashir Muhammad 2019)

that there are several problems learning English in the pharmacy diploma major at

the level of students who are not confident in speaking English, because of the

limited vocabulary they have so they have difficulty pronouncing sentences in

English So they feel embarrassed to express opinions and practice English with
their friends or lecturers.

3. The students Learning Attitudes

This section determines the results of respondents' perceptions of the

learning style suggested to them to help improve students' English skills. And the

results of data analysis found there are six learning styles that score are at a very

important level, namely as follows:

1) Make dialog with a friends 3.91 = very important.

2) Read a book 3.88= very important.

3) Translation 3.76 = very important.

 49

4) Learning by doing 3.65= very important

5) Using film or video 3.59 = very important

6) Learning through picture 3.52 = very important

To influence students' interest in learning English, it is better to use six

styles, namely make dialogue with friends, read a books, translation, learning by

doing, using film or video, learning through picture. therefore lecturers need to pay

attention to make it easier for students to understand each material being studied

because learning styles greatly affect the effectiveness of learning. The needs

inventory table for the following learning needs is

Table 15: the Overall Needs Inventory from Learning Needs

Learning Problem Learning Attitudes
. 1. The pschological Problem . 1. Learning Styles
 Do not confidance to speak  make dialog with a friends
English  read a book
 Lack of interest and enthusiasm  translation
for learning  learning by doing
 Not concentrating because  using film or video
textbooks are considered less  learning through picture
interesting
2) The limited linguistic
 Lack of vocabulary.
 Difficulty to understanding
learning grammar
 Difficulty to constructing
sentence in English
 Difficulty to understand someone
who speak
 wrong learning method
 50

Table 16: The Neend Inventory for Linguistic Needs and Learning Needs
Linguistic Needs
Learning Ability Learning Priority
1. Fair in Reading 1. Speaking is the first priority
2. Fair in Writing 2. Reading is the second priority
3. Fair in Listening 3. Vocabulary is the third priority
4. Fair in Grammar 4. Grammar is the fourth priority
5. Fair in Speaking 5. Listening the fifth priority
6. Fair in Vocabulary 6. Writing is the Sixth Priority
Learning English with the Topics
1. Drug names Drug 8. Coldrex tablets
2. Toxicity 9. Drung administration
3. Pharmaceutical technology, industry, 10. Chemist shop
manufacturing 11. Pharmacy management and
4. Prescription economic
5. Drug interaction 12. Drug classes
6. The chemical laboratory 13. What is drug, a medication,
7. My future specialty emedicine
14. What is pharmacy
Basic Grammar items to be used in English Languange Teaching
1. Verb 9. Pronoun
2. Adjective 10. Noun
3. To be 11. Past continuous tense
4. To have 12. Future continuous tense
5. Some and any 13. Simple present tense
6. Present perfect tense
7. Adverb
8. There is / there are

Learning Needs
Learning Problems Learning Attitudes
1. The pschological Problem 1. Learning Styles
 Do not confidance to speak English  make dialog with a friends
 Lack of interest and enthusiasm for  read a book
learning  translations
 Not concentrating because textbooks  learning by doing
are considered less interesting  using film or video
2. The limited linguistic  learning through picture
 lack of vocabulary.
 Difficulty to understanding learning
grammar
 Difficulty to constructing sentence in
English
 Ldifficulty understand someone who
speak
 wrong learning method
 51

3) Using the Needs Analysis Information

Here, we apply an information-needs analysis to the data-analysis outcomes.

and it calls for an inventory that shapes the goals and objectives that would form

the backbone of a curriculum for English classes tailored to pharmacy students.

a) The Formulated Goals and Objectives

The researcher would defines the two terms before deciding on the study's
aims and objectives. To begin, goals are more broad than targets, while targets are

more specific. Then, various theories were employed in order to ascertain both.
First, the researcher should use thory SMART developed. Doran (1981), an

acronym for S(Specific), (Measurable), (Achievable), (Relevant), and

T(Timebound), goals. This strategy is employed to sharpen focus on the end result.

Then to determine the Objectives the researcher used the ABCD Theory from

Heinich et al (1996), ABCD stands for A (Audience), B (Behaviour), C (Condition),

and D (Degree).
 The Formulated of Goals

Researchers use teory SMART to determine the goals to be achieved which

stands for:
1. Specific are clearly defined and unambiguous

2. Measurable there should be benchmarks to see the progress of the plan

3. Achievable are Set goals that you can achieve according to your capacity

4. Relevant are states whether the target is in accordance with the purpose

5. Timebond is determine the date when the results can be achieved

 The Course Goals

1. To help students be confident in using English

 52

2. To help students improve their ability to learn English likes (reading, writing,

listening, speaking, grammar, and vocabulary).

 The Formulated of Objectives

while the teory ABCD stands for audience, behavior, condition, and degree

which is used by researchers to determine the goals to be achieved:

1. The group of people who are being taught something are the audience.

2. The audience's or learners' behaviour is the verb that describes what they will

be able to do as a result of the training.

3. Third, the circumstances in which the goal can be achieved
4. The level of achievement that the target group must achieve

 The Course Objectives

1. Student are able to increase their vocabulary after reading journal books

2. After reading journal books student are able to improve their reading and

listening
3. Student are able to compose sentences and dialogue with classmates

4. Students are abe to be confident and not shy and afraid to speak English

5. Student are able to remember their learning after using video

 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
here describes the final results of the study based on data analysis in chapter

IV.

1. Linguistic needs by provide two pieces of information, namely learning

abilities, and learning priorities. In the learning ability section, students have
“fair” ability among its components, namely reading, writing, listening,

grammar, speaking and vocabulary. The second is learning priorities, where

students' priorities in learning English are "very important" namely speaking

reading, vocabulary, grammar listening, writing.

2. learning needs provide two pieces of information, namely learning problems,

and learning styles. From learning problems there are two problems

experienced by students, namely psychological problems and language

limitations. for psychological problems it is divided into 3 namely do not

confidance to speak english , lack of interest and enthusiasm for learning, not

concentrating because textbooks are considered less attractive and limited time
availavle for learning english in class. for limited linguistics, namely lack of

vocabulary, ldifficult to undestand learning grammar, difficulty to constructing

sentence in english, difficulty understand someone who speak and wrong

learning method. For learning attitudes there are 6 "very important" learning

styles namely make dialogue with friends, reading a book , trasaltions, learning

by doing, using film or videos, and learning through pictures.

3. The goals and objectives of the information section or the results of this study,

the objectives are divided into the first two, the first to help students be
confident in using English the second to help students improve their English

53
 54

learning skills such as (reading, writing, listening, speaking, grammar, and

vocabulary).

d. Suggestions
From the conclusions on above, the researcher provides the following suggestions:

1. Suggestions for pharmacy lecturers, based on the findings of this study, that

the results can be used as a basic of development learning material of an

English learning curriculum for pharmacy students, with the goal of

discovering the needs of pharmacy students. in order for the process of

learning to work effectively and according to plan.

2. Suggestions for students from the results of this study can be used as a

reference for improving English language skills because this research

provides structural information about the needs of learning English in the

pharmacy department.

3. Suggestions for further research based on the findings of this study, which can

serve as a reference for upcoming researchers to use in the development of

instructional materials, and even this research can be developed by upcoming

researchers.
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Language needs. Eduvelop: Journal of English Education and
Development, 6(2), 114-124.
Natsir, M., & Sanjaya, D. (2014). Grammar translation method (GTM) versus
communicative language teaching (CLT); A review of
literature. International Journal of Education and Literacy Studies, 2(1),
58-62.

Suriyanti, E. (2017). Hubungan Minat Baca dan Penguasaan Kosakata dengan

Pemahaman Membaca Siswa Kelas VII SMP Islam Banda Aceh. Master
Bahasa, 5(2), 128-136.
Melasarianti, L. (2018). Peningkatan keterampilan berbicara melalui metode debat
plus pada mata kuliah berbicara. Jurnal Lingua Idea, 9(1), 23-28.
 57

APPENDICES

APPENDIX I
Questionnare For Respondens
Instruction

This questionnaire was created to be given to students of the Megarezki

University Faculty of Pharmacy who are particularly active in learning English.
This questionnaire aims to collect data for thesis research by Uin Alauddin
Makassar university students where this research is about an analysis of English
language needs. Therefore I ask for your help to answer questions honestly and you
can check each box of choice.

A. Personal data

Give information about yourself!

Name:

Semester:

Age:

Gender:

1. How important do you think it is to learn English in Pharmacy Department ?

Not Important Less Important Important very Important

Adapted from yassi and kaharuddin, 2018: Syllabus Design for English Languange
Teaching.

2. How important do you think it is to learn English learning skills?

Skills Not Less Important Very
important important Important

reading

writing

listening

speaking
 58

grammar

vocabulary

Adapted from yassi and kaharuddin, 2018: Syllabus Design for English Languange
Teaching.

3. There are several purpose of learning English. In your opinion, how

important is it to learn English in the Pharmacy?
Purpose Not Less Important Very
Important Important Important

Can communicate
effectively with
foreign patients

Able to
understand the
language both in
reading and
conversation
Improve self-
ability

Can adapt to the

environment
Adapted from Nurti Rahayu 2020 needs analysis; pharmacy students; ESP; syllabus
design

B. Linguistic Needs (learning ability and learning priority)

4. Based on the following English language components, give an assessment

of how far your priority is in learning English in the pharmacy department?
Skills Not Less Important Very
important important Important

reading

writing
 59

listening

speaking

grammar

vocabulary

Adapted from yassi and kaharuddin, 2018: Syllabus Design for English Languange
Teaching.

5. Based on the following English language components, give an assessment

of how far your ability is in learning English in the pharmacy Department?

Skills Poor Fair Good Excellent

reading

writing

listening

speaking

grammar

vocabulary

Adapted from yassi and kaharuddin, 2018: Syllabus Design for English Languange
Teaching.

6. From the topics below, how important do you think learning English is to
build your abilities?

Topics Not Less Important Very

Important Important Important

My future
specialty
Chemist shop
 60

prescription

Coldrex tablets

The chemical
laboratory
What is
pharmacy
Pharmaceutical
technology,
industry,
manufacturing
Pharmacy
management and
economic

What is drug, a
medication,
emedicine
Drug names

Drug classes

Drug
administration
Drug interaction

Drug toxicity

Adapted from silabus desainFfaculty Pharmacy of Megarezky Antang

7. How important is learning grammar to build your skills?

Topics Of Not Less Important Very

Grammar Important important Important

To be

To have
 61

noun

adjektive

verb

Adverb

Simple present
tense
Some and any

There is/ there

are
Pronoun

Present
continuous
tense
Past
continuous
tense
Future
continuous
tense
Present perfect
tense
Future perfect
tense
Passive voice

Adapted from silabus desainFfaculty Pharmacy of Megarezky Antang

 62

C. Learning Needs (learning problem and learning styles)

8. In your opinion, have you ever experienced learning problems, as follows

Problems Hardly Seldom Often Always
Ever
Lack of interest and
enthusiasm for learning
Difficulty in
understanding someone
who speaks
Do not have the confidance
to speak English
not concentrating because
textbooks are considered
less interesting
Limited time available for
learning English in class
Difficult to understand
leaning grammar
Wrong learning method

Limited vocabulary

Difficulty construing
sentences in English
Adapted from Roudlotul Nurul Laili 2023: an analysis of pharmacy students’
English language needs

Learning Preference

9. Express your opinion about some learning methods that can improve your
English skills?

Learning Methods Not Less Important Very

Important important Important

Listeng to short story

Using film or video

media
 63

Group study

Learning through
picture
Read a book

Make dialogue with

friends
traslating

Learning by doing

Using games

Online learning

Give homework

Adapted from Jumahir Jamulia 2018 : identifying students learning style iain ternate
 64

APPENDIX II
Interview Guideline

Name:
Semester:
Major:

Quastions

1. How important do you think it is to learn English in the pharmacy

department?
2. In your opinion, what is your goal in learning English?
3. In your opinion, what are the most important English skills you learned to
improve your skills such as listening, reading, and speaking?
4. In your opinion, are there any problems in learning English?
5. What learning style do you prefer to lean English?

APPENDIX III
The Result Of Questionnares
1. The Level Of Important to Learn English Components

Number of quastion

1 2 3 4 5 6

3 3 3 3 4 4
4 3 3 4 4 4
4 4 3 4 3 4
4 3 3 3 4 4
4 4 4 4 4 4
3 3 3 4 3 4
4 4 4 4 4 4
4 3 4 4 3 4
3 3 3 3 3 4
4 4 4 4 4 4
3 3 3 4 4 3
4 4 4 4 4 4
3 3 3 3 4 4
4 4 4 4 4 4
3 3 3 4 3 4
 65

4 4 3 4 4 4
4 4 4 4 4 4
4 3 4 4 4 4
4 4 4 4 4 4
4 3 4 4 4 4
4 3 3 4 4 4
4 4 4 4 4 4
3 3 3 4 4 4
4 3 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
3 4 4 4 3 4
4 4 4 4 4 4
3 3 3 4 3 3
4 3 4 4 4 4
4 4 4 4 4 4
4 3 3 3 3 4
4 4 4 4 4 4
4 3 4 4 3 4
4 3 4 4 3 4
3 3 4 4 3 4
3 3 4 4 3 3
4 4 4 4 4 4
4 3 4 4 4 4
3 3 4 4 3 3
3 3 4 4 3 4
4 3 3 4 3 4
4 4 4 4 3 3
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 3 4 4 4
4 4 3 4 4 4
4 3 3 4 4 4
4 4 3 4 4 4
4 3 3 4 4 4
4 4 3 4 4 3
4 4 3 4 4 3
3.740741 3.481481 3.592593 3.907407 3.703704 3.851852
 66

2. The Purposes of Learning English at Pharmacy Department

Number of Quastion

no
1 2 3 4

1 4 4 4 4
2 4 4 4 4
3 4 4 3 3
4 4 4 4 4
5 4 3 4 4
6 4 4 4 4
7 4 4 4 4
8 4 4 4 4
9 4 4 4 4
10 4 4 4 4
11 4 4 4 4
12 4 4 4 3
13 4 4 4 4
14 4 3 4 4
15 4 4 4 3
16 4 4 3 3
17 4 4 4 4
18 4 4 4 4
19 4 3 3 4
20 4 4 4 4
21 4 4 4 3
22 4 4 4 4
23 4 4 4 4
24 4 4 3 4
25 4 4 3 4
26 4 4 4 4
27 3 4 3 3
28 4 4 4 3
29 3 3 3 3
30 4 4 4 4
31 3 3 4 3
32 4 4 4 4
33 4 4 4 4
34 4 4 4 4
35 4 4 4 4
36 4 4 4 4
37 3 4 4 3
38 4 4 4 3
39 3 4 4 4
 67

40 4 4 4 4
41 3 3 3 3
42 4 4 4 4
43 3 3 4 3
44 4 4 4 4
45 3 3 3 3
46 4 4 4 4
47 3 4 3 2
48 4 4 3 2
49 3 4 3 4
50 4 4 4 3
51 4 3 3 4
52 3 4 4 3
53 4 4 4 4
54 4 3 3 3
Average 3.796296 3.814815 3.740741 3.611111

3. The abilities of students in English Languange Components

Number of Quastion

no
1 2 3 4 5 6

1 2 2 2 1 2 2
2 1 1 1 2 1 1
3 1 1 1 1 1 1
4 2 2 2 2 2 2
5 1 2 1 2 2 2
6 3 2 2 1 2 2
7 4 4 4 1 1 1
8 1 1 1 1 1 1
9 2 2 2 2 2 2
10 3 3 4 1 4 1
11 2 2 2 2 2 2
12 3 3 3 2 2 2
13 3 2 2 2 2 2
14 2 1 1 1 1 1
15 1 1 1 1 1 1
16 2 3 2 2 2 2
17 3 2 4 2 3 2
18 3 2 2 1 2 2
19 2 3 2 2 2 2
20 2 2 2 2 2 2
 68

21 1 1 2 1 1 1
22 1 2 1 1 1 2
23 1 1 1 1 1 1
24 3 3 3 1 2 2
25 3 3 2 1 2 2
26 3 3 2 2 3 1
27 2 1 1 2 2 2
28 2 2 2 1 2 2
29 3 3 2 2 2 2
30 2 1 1 2 1 1
31 2 1 1 2 1 1
32 3 3 2 2 1 2
33 3 1 3 1 3 1
34 3 3 3 2 2 2
35 3 2 3 1 3 1
36 3 3 4 1 3 1
37 3 3 3 1 3 1
38 3 4 3 1 3 1
39 2 3 2 2 3 1
40 2 2 3 2 2 2
41 2 2 3 2 2 1
42 2 2 2 1 1 1
43 3 2 2 1 1 1
44 3 3 3 1 3 1
45 2 1 1 1 2 2
46 2 2 1 2 1 1
47 2 3 3 2 3 1
48 2 3 2 2 2 2
49 2 3 2 2 2 2
50 2 3 3 2 2 2
51 2 2 2 2 1 2
52 2 3 2 2 2 2
53 2 1 2 2 1 1
54 2 2 2 2 1 1
2.2407 2.18518 2.1296 1.55555 1.88888 1.51851
4 5 3 6 9 9
 69

4. The Level of Important to Learn English Components at Pharmacy Department

Number of Quastion

no

1 2 3 4 5 6
1 3 3 4 4 3 3
2 4 4 4 4 3 3
3 4 4 4 4 4 4
4 4 3 4 3 3 4
5 4 4 4 4 4 4
6 4 3 3 3 3 3
7 3 3 3 3 3 3
8 4 4 4 4 4 4
9 4 4 4 4 4 4
10 4 4 4 4 4 4
11 4 4 4 4 4 4
12 4 3 3 3 3 3
13 4 4 4 4 4 4
14 4 4 4 4 4 4
15 4 3 4 4 4 4
16 4 4 4 4 4 4
17 4 4 4 4 4 4
18 4 4 4 4 4 4
19 4 4 4 4 4 4
20 4 4 4 4 4 4
21 4 4 4 4 4 4
22 4 3 3 4 3 3
23 4 4 4 4 3 4
24 4 4 4 4 4 4
25 4 3 3 4 3 3
26 4 4 4 4 3 3
27 4 4 4 4 4 4
28 4 3 4 4 4 3
29 4 4 4 4 4 4
30 4 4 4 4 4 4
31 4 4 4 4 4 4
32 4 3 3 4 3 3
33 4 3 4 4 3 3
34 4 4 3 4 3 3
 70

35 4 4 3 4 4 4
36 4 4 4 4 4 4
37 4 4 3 4 4 4
38 4 3 4 4 3 4
39 4 3 4 4 3 3
40 4 4 3 4 4 4
41 4 4 3 4 4 4
42 4 4 4 4 4 4
43 4 4 3 4 4 4
44 4 4 3 4 4 4
45 4 4 4 4 4 4
46 4 4 3 4 4 4
47 4 4 3 4 4 4
48 4 3 4 4 3 3
49 4 4 3 4 4 4
50 4 4 3 4 4 4
51 4 4 3 4 4 4
52 4 4 3 4 4 4
53 4 4 4 4 3 3
54 4 4 4 4 4 4
3.96 3.740741 3.648 3.93 3.685185 3.722222

5. Perception of participant about Topics in learning English

Number of Quastion
Respondents
1 2 3 4 5 6 7 8 9 10 11 12 13 14

1 3 4 4 4 4 3 4 4 4 4 4 4 4 4
2 3 3 4 3 3 3 4 4 3 4 4 3 4 4
3 3 3 4 3 3 3 3 3 3 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 4 4 4 4 4 4 4 4 4 4 4 4 4 4
6 4 4 4 3 3 3 4 3 3 4 3 3 3 3
7 3 3 3 4 4 4 3 4 3 4 4 4 3 4
8 4 4 4 4 4 4 4 4 4 4 4 4 4 4
9 4 4 4 4 4 4 4 4 4 4 4 4 4 4
10 3 4 4 4 4 4 4 4 4 4 4 4 4 4
11 3 3 4 3 3 4 4 3 3 3 3 4 4 4
12 3 3 4 3 3 2 3 3 4 3 3 3 3 3
 71

13 4 3 3 3 3 3 4 4 3 3 3 3 3 3
14 2 3 3 3 4 3 4 4 4 3 3 3 4 4
15 3 3 3 3 3 3 3 3 3 2 2 2 2 3
16 2 3 3 3 3 3 4 4 4 3 4 3 4 4
17 4 3 4 3 3 4 4 4 4 3 3 3 3 3
18 4 3 3 4 4 4 4 4 4 4 4 4 4 4
19 3 3 3 4 4 4 4 4 4 4 4 4 4 4
20 3 3 3 4 4 4 4 4 3 3 3 3 3 4
21 4 3 3 4 4 4 4 4 4 4 4 4 4 4
22 3 3 2 4 4 4 4 3 4 4 4 4 4 4
23 4 4 4 4 4 4 4 4 4 4 4 4 4 4
24 4 4 4 4 4 4 4 4 4 4 4 4 4 4
25 4 3 4 4 3 4 3 3 4 3 4 3 4 3
26 4 4 4 4 4 4 4 4 4 4 4 4 4 4
27 3 3 4 4 4 3 3 4 3 4 4 4 4 4
28 4 4 4 4 4 4 4 4 4 4 4 4 4 4
29 3 3 3 3 3 3 3 3 3 3 3 3 3 3
30 3 3 3 3 3 3 3 3 4 4 3 3 4 4
31 3 3 3 3 3 3 3 3 3 3 3 3 3 3
32 4 4 4 4 3 3 3 3 3 4 4 4 4 4
33 3 4 4 4 3 4 4 3 4 4 4 4 4 4
34 3 4 4 4 3 4 4 4 4 4 4 4 4 4
35 3 3 4 3 3 4 4 4 4 3 4 3 3 4
36 3 3 4 4 3 4 3 3 4 3 3 3 3 3
37 4 4 4 3 3 3 4 4 4 4 4 4 4 4
38 4 4 4 4 4 3 4 3 4 4 4 3 4 4
39 4 3 4 4 4 3 3 4 4 4 3 4 4 4
40 4 4 4 4 4 4 4 4 4 4 4 4 4 4
41 3 2 3 3 3 3 4 4 4 4 4 4 4 4
42 3 3 3 3 3 3 3 3 3 3 3 3 3 3
43 3 3 3 3 3 3 3 3 3 3 3 3 3 3
44 4 4 4 4 4 4 4 4 4 4 4 4 4 4
45 3 3 3 3 3 3 3 3 3 3 3 3 3 3
46 3 4 3 3 4 3 4 4 4 3 3 4 3 3
47 4 4 4 4 4 4 4 4 4 4 4 4 4 4
48 3 3 4 3 3 3 2 2 2 2 3 4 4 2
49 4 4 4 4 4 4 4 4 4 4 4 4 4 4
50 4 4 4 4 4 4 4 4 4 4 4 4 4 4
51 4 3 4 3 3 4 4 4 3 4 4 3 3 4
 72

52 4 3 4 3 3 4 4 4 3 4 4 3 3 4
53 3 4 3 3 4 3 4 4 3 4 4 4 3 4
54 4 4 3 4 4 4 4 4 4 4 4 2 2 3
Average 3.45 3.43 3.62 3.56 4 4 4 4 3.6 3.6 3.6 3.6 3.6 3.7

6. Perceptions of participant about the items grammar in learning English

Number of Quastion

Respondents
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1 3 3 3 3 3 2 3 2 2 3 3 3 2 3 2 2
2 4 3 4 4 4 4 3 4 4 3 3 4 4 3 3 4
3 3 3 3 4 4 3 3 4 3 4 3 3 3 4 3 4
4 3 3 3 4 4 3 3 4 3 4 3 3 3 4 3 4
5 3 3 3 3 3 3 3 2 2 3 3 3 3 3 3 3
6 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
7 3 3 4 3 4 3 4 3 4 4 4 3 4 3 4 3
8 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
9 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3
10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
11 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
12 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
13 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4
14 4 4 3 3 4 3 4 3 3 3 4 4 4 4 4 4
15 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
16 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4
17 3 4 4 4 4 4 4 3 3 4 4 4 4 4 4 4
18 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4
19 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
20 3 3 4 3 3 3 4 4 3 3 4 4 4 4 4 4
21 3 3 3 4 4 3 3 4 4 4 3 3 3 3 3 4
22 3 3 4 4 4 4 4 4 3 4 3 3 3 4 4 4
23 4 4 4 4 3 3 3 4 4 4 4 3 3 4 4 2
24 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
25 4 4 3 3 4 4 3 3 3 3 3 3 3 3 3 3
26 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
27 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
 73

28 3 3 4 3 4 4 4 4 3 4 3 3 3 3 3 4
29 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
30 3 4 1 2 4 1 3 4 2 3 1 4 4 4 4 4
31 3 4 2 3 1 2 3 2 1 3 2 3 4 3 4 3
32 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
33 3 3 3 4 4 4 4 3 3 4 3 3 3 3 3 3
34 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
35 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
36 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
37 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
38 4 4 4 4 4 4 4 3 3 3 4 4 4 4 4 4
39 3 3 3 3 3 3 4 4 3 4 3 3 3 3 3 4
40 3 3 3 3 3 3 2 3 3 3 3 2 2 2 3 2
41 4 4 4 4 4 4 4 4 2 2 3 3 3 3 3 2
42 4 4 3 3 3 3 4 3 4 3 3 3 3 3 3 4
43 3 4 3 4 4 4 4 3 4 4 3 3 3 3 3 4
44 3 3 3 2 2 3 3 3 3 4 3 3 3 4 3 3
45 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
46 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
47 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
48 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
49 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
50 4 3 4 3 4 4 4 4 4 4 4 4 3 4 2 2
51 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
52 4 3 3 4 4 4 3 4 3 4 4 4 4 3 3 4
53 4 3 4 3 4 3 4 4 4 4 4 4 3 4 3 3
54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
Average 3.52 3.5 3.5 3.5 4 3.4 4 3.6 3.4 3.6 3 3.5 3.5 4 3.5 3.5

7. The problems of students in learning English

Number of Quastion

Respondents
1 2 3 4 5 6 7 8 9

1 4 4 4 3 1 3 3 3 3
2 3 1 3 1 3 4 3 4 3
3 3 3 4 3 1 4 4 3 3
 74

4 3 3 4 2 3 3 3 3 3
5 2 2 3 4 2 3 3 4 3
6 3 3 4 2 2 4 4 3 3
7 3 4 4 3 1 3 3 3 3
8 1 1 3 1 1 1 1 3 3
9 3 3 3 2 2 4 4 3 3
10 3 3 3 3 3 3 3 3 3
11 3 2 3 3 2 3 3 3 3
12 3 3 3 3 2 4 3 4 4
13 2 2 3 4 1 3 3 4 3
14 3 4 4 3 1 3 1 3 2
15 3 4 3 2 2 4 1 3 3
16 1 4 4 1 1 4 2 3 3
17 3 3 2 3 1 3 3 4 3
18 3 3 3 3 3 4 3 3 3
19 4 4 3 4 3 4 3 3 2
20 1 4 3 2 3 3 3 3 2
21 3 3 4 4 2 2 4 3 2
22 3 3 4 3 3 3 4 3 4
23 4 4 4 4 4 3 2 3 2
24 3 3 3 2 3 3 2 3 3
25 3 3 3 4 2 3 3 3 3
26 1 2 2 1 2 2 1 4 3
27 2 3 3 3 2 3 2 3 3
28 2 1 2 1 1 3 1 4 3
29 3 4 4 2 1 4 3 4 3
30 3 4 4 3 2 3 3 3 3
31 3 3 4 3 1 3 3 3 4
32 3 3 2 3 2 4 3 3 3
33 3 3 3 3 1 3 3 4 4
34 3 4 4 3 1 3 4 3 4
35 1 2 3 1 2 3 2 3 4
36 2 3 3 3 2 4 3 3 3
37 1 1 1 1 4 4 3 3 3
38 2 3 3 3 2 3 3 3 4
39 4 4 4 2 1 4 4 4 4
40 3 3 3 3 3 2 3 3 4
41 3 3 3 3 3 3 4 3 3
42 3 4 4 3 1 4 3 3 4
43 3 3 3 3 1 4 4 4 3
44 2 3 3 2 1 4 3 3 2
45 4 4 4 4 1 4 4 4 4
46 1 3 3 3 1 3 1 4 3
 75

47 2 1 1 1 1 3 1 3 4
48 2 1 1 3 1 1 3 3 3
49 3 3 3 3 2 3 3 4 3
50 4 4 4 3 2 3 3 2 3
51 3 1 4 4 2 2 3 3 3
52 4 4 4 4 2 3 3 4 4
53 3 3 4 3 2 3 3 3 4
54 3 3 3 1 2 3 1 3 3
Average 2.7037 2.944 3.204 2.667 1.87 3.1852 2.796 3.259 3.15

8. Participant perception of learning styles in English language teaching

Number of Quastion

Respondents
1 2 3 4 5 6 7 8 9 10 11

1 4 4 3 4 4 3 4 4 3 3 3
2 3 3 2 3 4 2 4 3 3 3 3
3 4 3 1 3 4 4 3 1 4 2 3
4 4 3 4 2 4 4 3 3 4 4 4
5 4 4 4 4 4 3 4 4 4 4 4
6 4 4 4 4 4 3 4 4 4 4 4
7 3 4 3 3 3 3 3 4 3 4 3
8 4 4 4 3 4 4 3 3 4 4 3
9 4 4 4 4 4 4 4 3 4 3 3
10 4 3 2 2 4 3 3 2 4 3 2
11 2 3 3 3 3 3 4 3 4 3 3
12 4 2 3 3 4 3 3 2 4 2 4
13 3 3 4 4 3 4 4 3 3 2 3
14 4 4 3 3 4 3 4 3 4 3 4
15 4 3 3 3 4 3 4 4 4 4 4
16 4 4 4 3 4 4 3 3 3 3 3
17 4 4 4 3 4 3 3 3 3 4 3
18 3 3 3 3 4 3 3 3 3 4 3
19 4 3 3 3 4 4 3 4 4 3 3
20 3 3 4 4 4 3 4 2 3 2 3
21 2 3 3 3 2 3 4 3 4 3 3
22 4 2 3 3 2 2 3 2 2 3 2
23 4 3 3 4 4 4 4 3 3 3 3
24 4 3 4 4 4 4 4 3 4 3 4
 76

25 4 1 3 4 1 4 4 1 4 3 4
26 4 3 3 3 3 3 4 4 3 4 3
27 4 3 2 4 4 4 4 2 4 4 3
28 4 3 3 3 3 4 3 3 3 3 3
29 4 3 2 3 3 3 4 3 3 3 3
30 4 3 3 3 3 3 3 3 3 3 3
31 4 4 3 3 4 4 4 3 3 3 3
32 4 3 3 4 4 3 3 3 3 3 4
33 4 4 3 3 4 3 4 3 3 3 3
34 3 4 3 3 3 4 3 3 4 3 4
35 4 4 4 3 4 3 3 4 3 3 3
36 4 3 3 3 4 4 4 3 3 4 4
37 4 3 3 3 4 3 3 3 3 3 3
38 4 4 4 4 4 4 4 4 4 4 4
39 4 4 4 3 4 4 4 3 4 3 3
40 4 3 3 3 4 4 3 3 4 3 4
41 4 4 4 4 4 4 4 4 4 4 4
42 4 4 3 4 4 3 4 4 3 3 3
43 3 3 3 3 3 3 4 3 3 3 2
44 4 3 4 3 4 3 3 3 4 4 4
45 4 3 3 4 4 3 4 3 4 3 3
46 3 3 3 3 3 4 3 3 3 3 3
47 4 3 3 3 3 3 4 3 3 4 3
48 4 3 3 4 4 4 4 3 4 4 3
49 3 3 2 4 4 3 4 3 4 3 3
50 4 3 4 3 3 4 3 3 4 3 3
51 3 3 3 3 3 3 3 3 3 3 3
52 4 4 4 4 4 4 3 4 4 4 4
53 3 4 4 4 4 3 3 2 3 3 3
54 4 2 3 3 3 3 3 2 3 3 3
Average 3.73 3.26 3.21 3.32 3.62 3.39 3.53 3.02 3.49 3.25 3.25
 77

APPENDIX III

The Result of Interview

Student 1

1. Menurut saya mempelajari bahasa ingris itu sangat penting karna apabila

kita ketemu orang turis atau orang luar itu kita bisa berkomunikasi dan

mengerti apa yang dikatakan

(“I think learning English is very important because when we meet tourists

or outsiders we can communicate and understand what is being said”)

2. Tujuan mempelajari bahasa ingris yaitu untuk mempermudah mendapatkan

mekerjaan nantinya
(“The purpose of learning English is to make it easier to get a job later”)

3. menurut saya komponen belajar bahasa inggris itu yang penting adalah

berbicara karna apabila ketemu orang asing di klinik atau di rumah sakit kita

bisa memahami apa yang dikatakan

(“In my opinion, the most important component of learning English is

speaking because if you meet a foreigner in a clinic or hospital, you can

understand what is being said.”)

4. Masalah dalam mempelari bahasa ingris itu speaking saya tidak bisa

mengerti apa yang say baca atau saya dengar apalagi ksa kata saya terbatas
(“The problem in learning English is speaking, I can't understand what I

read or hear, especially since my vocabulary is limited”)

5. Menurut saya metode yang saya senangi dalam belajar bahasa ingris itu

audio karna saya lebih senang mendengarkan, mempraktekkan atau

mengeluarkan langsung kata kata tersebut

 78

(“In my opinion, the method that I like in learning English is audio because

I prefer to listen, practice, or express the words directly.”)

Student 2
1. Sangat penting karna materi pembelajaran bahasa ingris di jurusan farmasi

sangat penting karna di farmasi banyak pembelajaran menyangkut

berbahasa inggris apalagi resep obat menggunakan dalam bahasa ingris dan

buku yang kita pakai itu rata rata semuanya bisa dikatakan bahasa ingris,

kalau mau mencari ,literature kita harus menerjemahkan terlebih dahulu

kalau kita tahu bahasa ingris setidaknya kita paham apa yang dijelaskan
dalam buku tersebut . dan bahasa Ingrid adalah bahasa internasional jadi

menurut saya belajar bahasa ingris sangat penting untuk dipelajri.

(“It is very important because English language learning material in the

pharmacy department is very important because in pharmacy there is a lot

of learning related to English, moreover prescription drugs are used in

English and the books we use on average can all be said to be in English, if

you want to look for literature we have to translate first First, if we know

English, at least we understand what is explained in the book. and English

is an international language so I think learning English is very important to

learn.”)
2. Yaitu mempermudah saya nantinya mendapatkan pekerjaan.
(“That makes it easier for me to get a job later”)
3. “Dari kelima komponen belajar bahasa Inggris, paling penting adalah
berbicara karna akan membantu kami nantinya di dunia pekerjaan
contohnnya dirumah sakit, karna bisa saja kita mendapati pasien asing untuk
kita tangani oleh sebab itu sangat penting berbicara"
("Of the five components of learning English, the most important thing is
speaking because it will help us later in the world of work, for example in a
hospital, because we might find foreign patients for us to work on, that's
why it's very important to speak").
 79

4. masalah yang membuat saya kesulitan dalam belajar bahasa ingris yaitu

kosa kata karna saya kurang waktu terkadang jika diberikan kosa kata

besoknya saya lupa

(“the problem that makes it difficult for me to learn English is vocabulary

because I lack time, sometimes if given vocabulary the next day I forget”)

5. metode yang saya senangi yaitu menonto video, diberikan tugas, atau

pekerjaan rumah
(“the methods that I like are watching videos, being given assignments, or

homework”)

Student 3
1. sangat penting karna bahasa ingris adalah bahasa internasuinol dan harus

kita pelajari untuk membantu juga di masa depan seperti di dunia

pekerjaan

(“very important because English is an international language and we

must learn it to help in the future as well as in the world of work”)

2. agar bisa berkomunikasi dengan orang asing apabila kita pergi keluar
negri

(“so that we can communicate with foreigners when we go abroad”)

3. Menurut saya kemampuan belajar bahasa ingris yang penting untuk

dipelajari yaitu grammar, contohnya part of speech karna ketika saya

belajar tata bahasa penempatannya saya kurang paham atau kadang

terbalik oleh karna itu sangat penting belajar tata bahasa untuk

memperbaiki kemampuan bahasa kita.

(“I think the ability to learn English that is important to learn is grammar,

for example part of speech because when I study grammar I don't

 80

understand the placement or sometimes it's upside down, therefore it's

very important to learn grammar to improve our language skills.”)

4. Masalah saya dalam belajar bahasa ingris itu mendengarkan, saya kurang

paham karna bahasa ingris tulisan berbeda dan pengucapan juga berbeda.

(“My problem in learning inglish is listening, I don't understand because

English is written differently and the pronunciation is also different”)

5. Menurut pengalaman saya metode yang paling saya senangi dalam belajar
bahasa ingris yaitu mendengarkan lagu, menonton film movie berbahasa

ingris, itu paling mudah atau paling menyenangkan untuk dipahami siswa
dalam belajar bahasa ingris.

(“According to my experience, the method that I like the most in learning

English is listening to songs, watching English films, it is the easiest or

most enjoyable for students to understand in learning English.”)

Student 4
1. Sangat penting karna kita ini kan jurusan farmasi sering membaca junal

yang berbahasa ingris apalagi obat obatan yang berbahas ingris jadi
meneurut saya sangat penting untuk mempelajari bahasa ingris

(“It is very important because we are majoring in pharmacy, we often read

journals in English, especially medicines in English, so in my opinion it is

very important to learn English.”)
2. Untuk meningkatkan kemampuan saya

(“To improve my abilities”)

3. Kemponen yang sangat penting itu kosa kata karna apabila kosa kata kita

kurang, kita tidak akan mengerti semua komponen seperti mendengarkan,

berbicara, dll.
 81

(“A very important component is vocabulary because if our vocabulary is

lacking, we will not understand all components such as listening, speaking,

etc.”)

4. Kesulitan dalam mempelajari bahasa ingris yaitu kosa kata saya terbatas

oleh sebab itu saya kurang memahami pembelajaran bahasa ingris apalagi

grammar kadang saya tidak tau aturan penempatannya

(“The difficulty in learning English is that my vocabulary is limited,

therefore I don't understand English learning, especially grammar,

sometimes I don't know the placement rules.”)

5. Pembelajaran bahasa ingris yang saya sennagi yaitu mendnegarkan music,

menonton video dan belajar berkelompok

(“Learning English that I enjoy is listening to music, watching videos and

studying in groups”)

Student 5
1. Sangat penting karna yang kita pelajari di jurusan farmasi itu bisa dibilang

bahasa ingris yang menyangkut dari buku buku yang kita pelajari dan obot
obatan.

(“It is very important because what we learn in the pharmacy department

can be said to be English which is related to the books we study and

medicine.”)

2. menurut saya tujuan belajar bahasa ingris khususnya di bidang farmasi

ingin meningkatkan keterampilan berbahasa saya apalagi kita bekerja di

klinik atau dirumah sakit, bahkan di apotik, kita berada di dunia pelayanan

pastinya harus bisa berbicara menggunakan bahasa ingris yang baik, agar

nantinya orang asing berkunjung, kita bisa membuatnya paham, dan yang
kedua di jurusan farmasi itu menggunakan resep obat dalam bahasa ingris
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jadi harus paham semua itu jadi menurut saya sangat penting belajar bahasa

ingris khususnya di dunia jurusan farmasi

(“I think the goal of learning English, especially in the pharmaceutical field,

is to improve my language skills, especially when we work in clinics or

hospitals, even in pharmacies, we are in the world of service, of course we

have to be able to speak good English, so that later foreigners will visit us.

can make him understand, and the second in the pharmacy department uses
prescription drugs in English, so you have to understand all of that, so I

think it's very important to learn English, especially in the world of

pharmacy majors”)

3. komponen yang sangat penting yaitu kosa kata karna kosa adalah dasar

untuk memahami bahasa ingris.

(A very important component is vocabulary because vocabulary is the basis

for understanding English”)

4. Kesulitan dalam belajar bahasa ingris yaitu mendengarkan terkadang apa

yang dijelaskan oleh dosen saya kurang paham

(“The difficulty in learning English is listening. Sometimes what my lecturer

explains doesn't understand”)
5. Metode yang saya senangi yaitu belajar virtual
(“The method I like is virtual learning”)

Students 6

1. Sangat penting karna di jurusan farmasi rata rata menggunakan resep obat

dalam bahasa ingris jadi menurut saya sangat penting belajar bahasa ingris

(“It is very important because in the pharmacy department, the average

drug prescription is used in English, so in my opinion it is very important to

learn English”)
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2. Untuk mendapatkan pekerjaan dan membantu saya di dunia pekerjaan

(“To get a job and help me in the world of work”)

3. Komponen yang sangat penting itu berbicara karna apabila kita pergi keluar

negri kita bisa menggunakan bahasa ingris yang baik dan benar

(“The very important component is speaking because when we go abroad

we can use good and correct English”)

4. Kesulitan dalam bahasa ingris yaitu berbicara karna kosa kata saya terbatas
(“The difficulty in English is speaking because my vocabulary is limited”)

5. Metode yang senangi yaitu mendengarkan music dan menonton video

dalam berbahasa ingris

(“His favorite method is listening to music and watching videos in English”)

Graduated 1

1. Sangat penting karna dilapangan tidak menutup kemungkinanan kita

menemui pasien dari daerah kita sendiri bisa saja ada pasien yang kita
temui orang turis yang kebetulan ingin membeli obat, disitulah manfaatnya
bahasa ingris pada bidang farmasi.
(“Sangat penting karna dilapangan tidak menutup kemungkinanan kita
menemui pasien dari daerah kita sendiri bisa saja ada pasien yang kita
temui orang turis yang kebetulan ingin membeli obat, disitulah manfaatnya
bahasa ingris pada bidang farmasi.”)
2. Untuk meningkatkan keterampilan berbahasa kita dan memudahkan di
dunia kerja
(“To improve our language skills and make it easier in the world of work”)
3. Menurut saya speaking dan listening karna speaking untuk berkomunikasi
kepada orang luar atau ornag asing untuk mengerti apa yang disampaikan
ketika di dunia kerja
 84

(“In my opinion speaking and listening is because speaking is to

communicate to outsiders or foreigners to understand what is conveyed
when in the world of work”)
4. Belajar dalam bahasa ingris yang pertama itu malas dan yang paling sulit
itu menulis dan membaca kadang tulisan itu beda dan untuk membaca itu
penyebutannya juga beda jadi menurut itu yang sulit menurut saya
(“Learning English, the first one is lazy, and the most difficult thing is
writing and reading.”)
5. Menurut pengalaman saya dari sekolah sd sampai sekarang itu metode yang
bagus itu yang seperti kita belajar di luat di alam seperti berenteraksi dengan
alam, kadang saya dapati guru memberikan tugas kepada muridnya asal
memberikan tugas, kurang merangkul mahasiswanya untuk memberikan
pembelajaran bahasa ingris, menurut saya yang paling bagus itu lebih
banyak berkomunikasi dengan muridnya yang paling berkaitan itu harusnya
di bawah keluar untuk missal mencari suasana alam untuk berinteraksi di
luar.
(“According to my experience, from elementary school until now it is a good
method that is like learning outside in nature such as interacting with
nature, sometimes I find teachers giving assignments to students as long as
they give assignments, not embracing students enough to provide English
learning, in my opinion the The best thing is to communicate more with the
students who are most closely related, they should be taken out for example
looking for a natural atmosphere to interact outside.”)

Gratuaded 2
a. Sangat penting sekali seperti yang kita ketahui bahasa ingris itu bahasa
internasuional dan bahasa ingris itu sangat banyak yang perlu kita ketahui
dan pelajari untuk melengkapi keterampilan berbahasa kita seperti listening,
speaking, reading, dan writing
(“It is very important, as we all know that English is an international
language and there is a lot of English that we need to know and learn to
 85

complete our language skills such as listening, speaking, reading and

writing.”)
b. Menurut saya untuk meningkatkan bahasa kita oleh karna itu penting belajar
bahasa ingris di jurusan farmasi
(“In my opinion, to improve our language, it is therefore important to learn
English in the pharmaceutical department”)
c. Sangat penting itu speaking dan reading karna kita ketahui di parmasi itu
buku buku yang kita pakai rata rata berbahasa ingris distulah pentingnya
untuk reading sedangkan speaking yaitu untuk memudahkan kita
berkomunikasi dengan orang luar.
(“It is very important speaking and reading because we know that in
Parmasi it is the books that we use on average in English, that is why it is
important for reading while speaking is to make it easier for us to
communicate with outsiders”)
d. Menurut saya belajar bahasa ingris itu sangat sulit seperti kosa kata karna
kosa kata itu satu kata banyak arti jadi setengah mati saya belajar bahasa
ingris
(In my opinion learning English is very difficult like vocabulary because
vocabulary is one word with many meanings so I am half dead when I learn
English”)
e. Menurut saya yaitu mendengar karna misalkan kita mendengarkan video itu
lebih cepat kita paham dibandingkan apa yang mereka tulis karna menonton
video itu saya rasa lebih cepat saya tangkap
(“I think that is listening because for example we listen to the video we
understand faster than what they write because watching the video I think I
understand it faster”)

Graduated 3
1. Di dunia farmasi itu belajar bahasa aingris sangat pentingdi dunia kerja
misalkan ada pasien dari luar yang berbahasa disulah pentingnya kita belajar
 86

bahasa ingris dan di farmasi juga kita mempelajari jurnal yang berbahasa
ingris, disitu juga kita bisa mempelajari bahasa ingris
(“In the pharmaceutical world, learning English is very important in the
world of work, for example, there are patients from outside who speak
English, it is important for us to learn English and in pharmacy we also
study journals in English, there we can also learn English.”)
2. Yang pertama untuk meningkatkan keterampilan bhasa ingris saya dan yang
kedua yaitu membantu say di dunia kerja seperti yang sayng bilang tadi
ketika bertemu orang asing di dunia kerja kita bisa memahami apa yang
disampaikan
(“The first is to improve my English skills and the second is to help me in
the world of work as I said earlier when we meet foreigners in the world of
work we can understand what is conveyed”)
3. Yang paling penting itu semuanya namun yang paling penting menurut saya
itu speaking, bagaimana keterampilan berbicara dan berkomunikasi yang
baik selain itu kami sebagai tenaga parmasi bagaimana kita mengetahui
penyakit seseorang dan menawarkan obat kepada seseorang dalam
berbahasa ingris ketika bertemu dengan orang asing
(“The most important thing is all but the most important thing in my opinion
is speaking, good speaking and communication skills besides that we as
pharmacy staff how do we know someone's illness and offer medicine to
someone in English when meeting foreigners”)
4. Menurut saya yang paling sulit itu reading karna apa yang kita baca dan itu
yang kita sampaikan juga
(“In my opinion, the most difficult thing is reading because what we read
and that is what we convey too”)
5. Metode percakapan dengan teman sebangku dengan mempraktekkan itu
menurut saya belajar bahasa ingris yang paling mudah itu dipahami
(“The method of conversation with colleagues by practicing, in my opinion,
learning English is the easiest to understand”)
 87

Garaduated 4
1. Sangat penting karna di rumah sakit bisa saja memakai bahasa ingris karna
tidak semua orang bisa menggunakan bahasa Indonesia maksud saya ada
orang asing yang berkunjung ke rumah sakit jadi meneurut saya sangat
penting belajar bahasa ingris
(“It's very important because in the hospital you can use English because
not everyone can use Indonesian, I mean there are foreigners who visit the
hospital, so I think it's very important to learn English”)
2. Untuk meningkatkan keterampilan berbahasa ingris saya
(“To improve my English speaking skills”)
3. penting semua tapi menurut saya speaking karna apabila kita bertemu
dengan orang asing kita bisa berkomunikasi dan bisa memahami apa yang
di ucapkan
(“everything is important but in my opinion speaking is because when we
meet foreigners we can communicate and can understand what is being
said”)
4. menurut saya yang paling sulit itu garammar seperti tenses karna grammar
itu banyak rumus rumus yang harus di ingat
(“In my opinion, the most difficult is grammar, such as tenses, because
grammar has a lot of formulas that must be remembered”)
5. metode yang paling saya senangi yaitu reading karna apa yang kita tulis kita
bisa baca berulang ulang kali sedangkan mendengarkan mudah kita lupa
(“the method I like the most is reading because what we write we can read
over and over again while listening we easily forget”)

Lecturer 1
1. dalam belajar bahasa ingris di farmasi itu sangat penting yang pertama di
farmasi itu pembelajaran mereka banyak kosa kata istilah asing seperti
nama nama obat, kedua bahasa ingris akan membantu mereka di dunia
pelayanan ketika ada pihak orang asing yang berkunjung dan yang
terakhir yaitu untuk menambah wawasan mereka agar karier mereka
 88

semakin lancar, oleh sebab itu bahasa ingris sangta penting untuk jurusan
farmasi.
(“in learning English in pharmacy it is very important first in pharmacy
they learn a lot of vocabulary of foreign terms such as drug names,
secondly English will help them in the world of service when there are
foreigners visiting and the last is to broaden their horizons so that their
careers can run smoothly, that's why English is very important for
pharmacy majors.”)
2. Tujuan dalam belajaran bahasa ingris seperti yang saya katakana tadi yaitu
untuk menambah wawasan agar karier mereka semakin bagus.
(“The goal in English lessons, as I said earlier, is to add insight so that
their careers are getting better.”)
3. di antara beberapa komponen yang dibutuhkan oleh mahasiswa di jurusan
farmasi yang sangat penting itu semua penting, tapi yang penting di jurusan
farmasi itu adalah membaca dan berbicara karna seperti yang kita ketahui
di jurusan farmasi sering mendapatkan tugas jurnal dan kebanyakan
menggunakan resep obat obatan yang berbahasa ingris, dengan begitu
dengan membaca siswa mendapatkan kosa kata yang akan meningkatkan
kemampuan dalam berbicara oleh karna itu kosa kata juga sangat penting
juga karna dasar dari belajar bahasa ingris, Jadi sangat penting belajar
bahasa ingris di jurusan farmasi
(Among the several components needed by students in the pharmacy major,
the most important ones are all important, but what is important in the
pharmacy department is reading and speaking because as we know,
pharmacy majors often get journal assignments and mostly use prescription
medicines in English. , that way by reading students get a vocabulary that
will improve their ability to speak, therefore vocabulary is also very
important because it is the basis of learning English, so it is very important
to learn English in the pharmacy department).
4. Selama mengajar yang saya perhatikan siswa tidak tertarik dengan
pembelajaran grammar hampir semua orang merasa kesulitan dalam
belajar bahasa ingris pada materi grammar. Munkin karn factor kurangnya
interaksi dengan siswa dan menggunakan metode yang salah
 89

(“During teaching, I noticed that students were not interested in learning

grammar, almost everyone found it difficult to learn English on grammar
material. Maybe because of the lack of interaction with students and using
the wrong method.”).
5. metode yang saya gunakan tergantung dari materinya seperti apa, ketika
membutuhkan listening, saya gunakan audio, tetapi yang saya perhatikan
siswa lebih tertarik dengan metode menerjemahkan.
(“The method I use depends on what the material is like. When I need
listening, I use audio, but what I notice is that students are more interested
in the translating method”)
 90

APPENDIX IV

The Result of decommentation