Leah Fernandez

This paper present an information of the target group of learners aim to identify their weaknesses and strengths of using the English language. Respondents of the needs analysis were enrolled in the University of Mindanao under the college of Hospitality Education major in HRM. Using pie charts and bar graphs, the findings revealed their performance in using the language. Below are the illustration using pie charts to show the percentage of 30 HRM students in terms of Gender, First language, and Year level. GENDER Male Female 12 18 Figure 1 From the information in figure 1, the pie chart shows that the orange portion represents the female HRM students and the green portion is the male HRM students. There are 30 HRM students that are part in the survey. There were 12 males or 40% of the respondents are males and 18 females or 60% of the respondents are female that joined the survey. The result shows that most of our respondents who answered the survey questionnaire are female HRM students. Implication: Since most of the respondents who joined the survey were female HRM students who are more expressive in their thoughts and opinions. The data suggested that they must be expose to the activities like reporting or discussion, simulation and dialogue. First Language TAGALOG MANDAYA CEBUANO 4 1 25 Figure 2 This pie chart shows the first language commonly used by HRM students. It describes that most of the respondents were using Cebuano with a number of 25 students or 83% of the respondents were using that language. Out of 30 students there are 4 students or 14% of the respondents were using Tagalog and 1 student or 3% of the respondent was using Mandaya language. The result shows that most of the participants were using Cebuano as their first language. Implication: Since most of the respondents were using Cebuano language. Students can use Cebuano language if there are terms or words that difficult for them. The data suggest that the class can do the activities like translation in English such as in making reports or transaction for clients and writing memo. Year Level Y1 Y2 Y3 Y4 14 3 9 4 Figure 3 In figure 3, there are 30 HRM students and the pie chart describe that there are 14 students or 47% of the participants were first year, 9 of them or 30% of the participants were third year students, 4 out 30 HRM students or 13% of the participants were fourth year students and 3 of the students or 10% of the participants were second year HRM students. The result indicate that most of our respondents who took the survey are from first year. Implication: The result shows that the respondents are heterogeneous. Therefore the ESP class can utilize a topic from different year level including topics from fourth year that has no prerequisite subjects. The following figure used bar graphs to show and compare different amounts for measuring HRM students level of English proficiency, their interest and how they value the importance of the language and will describe how much they priorities the English language. 2. Self-Analysis BEGINNER INTERMEDIATE SPEAKING ADVANCED 27 3 LISTENING 1 21 8 PRONUNCIATION/ 1 24 5 PRESENTATION 3 25 2 GENERAL 3 25 2 2 26 2 3 22 5 6 20 4 ACCENT VOCABULARY SPECIALIST VOCABULARY GENERAL WRITING JOURNAL WRITING Figure 4 In figure 4, the graph shows the level of English proficiency of 30 HRM students. There are 8 English skills such as Speaking, Listening, Pronunciation/ Accent, Presentation, General Vocabulary, General Writing and Journal writing. The graph describes that there are 3 highest English skills, the Speaking got the highest number of respondents who are intermediate or 27 of the respondents agree that they are average in terms of speaking the language, 26 out of 30 respondents were intermediate in terms of specialist vocabulary and 25 of the respondents were intermediate in terms of the presentation. Generally in figure 4, most of the students answered that they were intermediate in terms of Speaking the language with the highest number of respondents. Implication: The data suggest that most of the HRM students are more on speaking activities that would enhance their speaking skills like discussion, sharing of thoughts and dialogue. 3. Interest and Importance YES, VERY YES NOT MUCH NOT MUCH INTERESTED 12 12 6 Figure 5 In figure 5 the graph shows on how students under the college of Hospitality Education are interested in taking English course that focuses on “Technical English”. The graph describe that there are 12 students who’s response is “yes, very much” and another 12 students for “yes”. The majority of the result who participated in the needs analysis are interested in learning “Technical English” Implication: The data suggest that the lesson pertaining to technical English are grammar rules, subject verb agreement should integrate with ESP. MORE IMPORTANT AS IMPORTANT 8 22 Figure 6 Using the graph this figure shows of how important for HRM students the Technical English in comparison with English for General Purposes (EGP). The graph describe that there are 30 HRM students. 22 students states that Technical English is as important as EGP and 8 students states that Technical English is more important than EGP. The result of the graph shows that most of HRM students agree that Technical English is as important as EGP. Implication: The data suggest that most of the HRM students see Technical English is as importance of EGP. Therefore the class will adapt activities like dialogue, presentation and group discussion. 4. Language Priorities NOT IMPORTANT IMPORTANT BUSINESS LETTER 2 28 EMAILS 3 27 MEMORANDUM 4 26 REPPORTS 3 27 RESEARCH PAPERS 1 29 SUMMARIES (OF 2 28 ARTICLES NOTES 1 TRANSLATION 29 30 GLOSSARY 1 29 OTHER 2 6 Figure 7 In this figure the graph shows how HRM students prioritize English language. Thus the figure above shows that 30 out of 30 students state that writing is very important for them because they will be an effective communicator not only in oral but also in written. The data shows that 29 out of 30 HRM students agree that they want to improve listening, pronunciation, reading, improve English test score and the most important for them is to become a more accurate speaker. However 27 out of 30 students state that it is least important for them to become a fluent speaker. They want to improve that skills because they will meet and provide services like communication on giving information and instruction to people with different nationalities. In order for them to provide a good service to other people, they have to speak accurately using English language for better well. 5. Language skills (Reading) NOT IMPORTANT IMPORTANT CHEMISTRY 8 22 BIOLOGY/MEDICINE 6 24 PHYSICS 8 22 GEOLOGY/COSMOLOGY 10 20 GENERAL SCIENCE 7 23 SOCIAL SCIENCE 6 24 NON-SCIENTIFIC 8 22 Figure 8 In this figure, the graph shows how students enrolled in University of Mindanao under the college program of HRM perceive to the importance in language skills when it comes to reading. Figure above shows that there are two specific subjects have the same highest results that 24 out of 30 students state that Social sciences and Biology/ medicine are very important for them . Merely, it is because these two sciences have a relevance in their field of study. In general, social sciences focus on the study of society and the relationship among individuals within society. So as an HRM students they need to equip in communication skills to have a better relationship among individuals that are important throughout many industries and organizations. While the least important subject to read is Geology/ Cosmology maybe there are things in this field that is not necessary as an HRM students . So I can highly suggest that they are going to study and read more about in Social sciences and biology/ medicine such as the Jargons in these subjects for them to have a good vocabulary in English. In the sense that, there are words that they cannot understand specially terms that are not common . NOT IMPORTANT IMPORTANT SPEAKING TO FOREIGN VISITORS 4 26 SPEAKING TO FOREIGN COLLEAGUES 3 27 SPEAKING ON THE PHONE 3 27 TAKING PART IN MEETINGS 2 28 TAKING PART IN CONFERENCE 3 27 GIVING PRESENTATIONS 1 29 GIVING INSTRUCTIONS 1 29 SMALL TALK 6 24 Figure 9 In this figure, the graph shows how students enrolled in University of Mindanao under the college program of HRM perceive the importance in language skills when it comes to speaking. Figure above shows that there are still have the same highest results of 29 out of 30 state that speaking is very important when it comes to giving presentations and taking part of conferences. Because this is also part of their job in giving a good service to everyone. HRM students are going to work in hotel, they do everything possible to play an active role in the hotel’s activities like giving presentations and taking part of conferences. While the least data above state that small talk has 24 out of 30, so this means that small talk is not necessary at all in providing a good service to other people because when you are facing different nationalities it is understood that you don’t know each other it doesn’t required for you to talk unimportant things. NOT IMPORTANT IMPORTANT BUSINESS LETTERS 2 28 E-MAILS 3 27 MEMORANDUMS 4 26 REPORTS 3 27 RESEARCH PAPERS 1 29 2 28 1 29 SUMMARIES (OF ARTICLES NOTES TRANSLATIONS 0 30 GLOSSARY 1 29 Figure 10 In this figure, the graph shows how students enrolled in University of Mindanao under the college program of HRM perceive the importance in language skills when it comes to writing. Figure above shows that there is one highest results of 30 out 30 state that writing is very important when it comes to translations. Because they think that in their future career in the hospitality industry must be able to communicate in written form specially in translation. They are expected to translate English language in different nationalities. On the other hand the least data above have 26 out 30 state that memorandums is important for them. Therefore, the most important for them in writing is translation. So we have to cater the highest number of their interest in making syllabus that focus more on teaching and learning English in terms of language functions, grammar and vocabulary. NOT IMPORTANT IMPORTANT LECTURES 2 28 INSTRUCTIONS 0 30 PRESENTATIONS 2 28 REPORTS 2 28 EXPLANATIONS GIVEN 1 29 2 28 BY THE TEACHER TEACHER TALK Figure 11 The last figure will show how language skills in listening is very important for HRM students in University of Mindanao. The graph shows that 30 out of 30 HRM students state that Instructions is very important for them and obviously we can see the data that they don’t have far results to other categories of speaking. Merely it because in hospitality industry listening is very important to have a good communication skills. So in making the syllabus the topics and activities will focus more in teaching listening about instruction. One of the activities that can develop their listening skills is role-playing. Because in role-playing, it requires good listening in understanding the words.