This research analyzes the ESP material needs of fashion design students in learning
English at SMKN 1 Bone because of the school English learning is similar from
general school and English subject matter is not specific to the fashion design
department. The subjects of this research are thirty two participants used purposive
sampling technique. This research used descriptive qualitative research with
descriptive analytical approach with data collection methods of questionnaires,
interviews and documentation. The researcher analyzes the needs through two parts.
The first part is Personal Information, the second part are eight criteria; TSA (target
situation analysis), Wants, PSA (present situation analysis), Learning needs. LA
(linguistic analysis), Course needs and Mean analysis. The result of this study shows
that the Xth grade fashion students need more specific English materials and English
skills in the field of fashion. In addition, based on student interviews, that English
will be beneficial for students with vocational school backgrounds, especially fashion
design majors. Therefore, to maximize their competence in fashion activities, the
fashion design students hope that teachers can design lesson plans according to the
ESP materials they need
A. Conclusion
The results of this research are ESP materials needed by fashion
design students, namely; students need all the skills and aspects that support their
majors in order to communicate well and future job career later which can be
applied to materials such as fairy tales, folktales and legends for reading skills,
introduce yourself, conversation and greeting for speaking skills, songs,
conversation and movies for listening skills, procedure text, personal experience
and diary. The learning topics they need are in accordance with their majors such
as fashion trends, basic design, fashion promotion and fashion making
procedures. These topics are applied in materials that students like such as
product introduction, greeting, expression and procedure text. With learning
methods that fashion students like, namely; whole class, group work and pair
work.
Based on the discussion and analysis, it is considered that ESP is goal-
oriented and focused English language teaching and learning, designed for
specific learners according to learners' academic and professional needs. The
teaching environment, methods and content used in ESP are not the same as
General English. Many ESP authors assert that needs analysis in ESP settings is
essential to identify learners' specific needs as per their academic and professional
fields. The needs analysis model, discussed and highlighted in this research
focuses on the ESP material needs of learners majoring in fashion. The main
components of language needs analysis such as Personal Information, TSA
(Target Situation), Wants, PSA (Present Situation Analysis), LA (Leaning
Analysis), Linguistic Analysis, Course Need and MA (Means Analysis) should be
prioritized and applied in ESP needs assessment.
B. Suggestion
Based on the conclusions previously stated by the researcher was regarding
the needs analysis of ESP materials for fashion students. Suggestions from
researchers are as follows:
1. The researcher hopes that the results of this research can help teachers to
make lesson plans based on the results of the above research. The researcher
also hopes that the results of this study can be useful for teachers and students
who study English in the fashion department.
2. Related to material input, based on the results of the analysis of student needs,
students want more practice in class, especially writing and speaking
materials, they consider these skills indispensable for their future work. It is
suggested to teachers and parties from the fashion department, to be creative
and pay attention related to finding and making teaching materials for them
through the results of the above research.
3. The last suggestion is related to learning activities. The result of this research
is that students' needs show that students want varied activities. Then it is
suggested that relevant and interesting activities for each skill, it is also
suggested to teach the whole class to stimulate students' cooperation activities
and increase their learning enthusiasm.

STAR20230213

213/2023

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