The research is conducted to describe an analysis of the needs of an English
language course (ESP) for vocational school students majoring in accounting
which focuses on analyzing targets and learning needs. The researcher used a
quantitative research approach with a descriptive methodology as a research
design. Data collection was carried out by involving several accounting
students. The result shows that speaking is the most crucial ability to develop.
What students want is proficiency in pronunciation and grammar. Then what
students lack is their difficulty in pronunciation and grammar, therefore the
biggest preference of students for learning activities in class is that they want to
practice speaking more and how to pronounce it. While the important topics of
learning English that need attention in accounting majors are learning how to
say numbers in English, write correspondence, financial reports or journals,
greet and receive guests, offer and receive compliments, use the telephone, and
translate sentences. from English to Indonesian or conversely. It is also pointed
out that most students need English proficiency for their future professional
careers and further academics. In addition, students prefer to learn English in
pairs or groups with friends, and they prefer a visual learning style through
illustrations, photos, videos, or films.
A. Concluion
This chapter identifies the English language needs of accounting students.
NA (needs analysis) elucidates what learners believe and require.
Understanding their priorities correctly is critical in constructing their
specialized English language learning material, where ESP can serve as a
reference for developing English curricula in vocational education. The result
is as follows:
1. Target needs consist of needs, deficiencies, and desires. According to the
findings of the research, the majority of accounting vocational school
students require English language skills for their future professional job
routes and to continue their education. Then speaking becomes a skill that
is needed by most accounting students. The students expressed a desire to
increase their ability to speak clearly and pronounce words correctly, as it
was one of their greatest weaknesses. Secondly, students' grammar skills
are poor. Then, as important topics, most accounting students opt to learn
how to pronounce numbers in English, compose correspondence, financial
reports or journals, meet and receive guests, offer and receive compliments,
use the telephone, and translate sentences from English to Indonesian or
conversely.
2. The analysis of learning needs is more focused on the learner's style or
technique that has an impact on meeting students' learning needs. Based on
the results of a study, students preferred learning methods that involved
talking with friends or big group activities when learning English.
Meanwhile, most accounting students prefer visual learning through
illustrations, photos, videos, or movies.
B. Suggestion
1. For the Students
The researcher suggests to students majoring in accounting consider the
English for Specific Purpose model rather than General English in
designing a syllabus based on this research.
2. For the English Teacher
The findings of this study are intended to be taken into consideration by
educators, particularly English teachers majoring in accounting while
teaching English based on the needs of their students, in order to further
motivate students to participate actively in the learning process. It is also
expected to provide learners with adequate English language abilities for
their future professional positions.
3. For the School
Schools are expected to provide English textbooks specialized in
accounting in order to maximize proficiency in acquiring English at both
the macro and micro levels.
4. For Future Researcher
The researcher suggests future researchers seek for inadequacies in
accounting students by administering tests to assess students' abilities and
delving deeper into English language development resources for accounting
students.

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