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NEEDS ANALYSIS REPORT IN BIOTECHNOLOGY

Lorica, Patricia S.
Dr. Arsenia S. Allam

Introduction
English has been the most widely used language in terms of communication
by different countries and also in the field of business, trade and commerce. English
is also referred to as global English, for in each country it has various
pronunciations, accents and even spelling. English language is unique in every
ethnicity or race yet as long as it is understood, it is valid.
Due to the demands of the post- Second World War, United States which has
been the most notably leading economy that time was the reason why the role as a
medium of transaction and agreement fell to the English language. As this language
was utilized for mostly technology and commerce, people such as doctors, students,
businessmen and women geared the focus on how the language should be used for
various and specific reasons. Thus, ESP pr English for Specific Purposes was born.
According to Dudley-Evans and St. John (1998), ESP meets the learners
specific needs; it is also designed for specific disciplines and in specific teaching
situations. The significance of ESP in K to 12 is that the learners are able to learn
English in specific disciplines such as the kind of English they use. It will help the
students to learn English in a much easier way with the focus on a specific field.
This report attempted to analyze the students responses as to their selfassessed level of importance in terms of the following: level of language importance
(purposes, uses, acquisition, availability of learning reasons); and language skills
(speaking, reading, writing, listening).

Materials and Methods


Descriptive research is used to describe the characteristics of a phenomenon
or a population being studied. This aims to describe situations not to make
predictions or determine cause and effect. Most of the time, the survey method is
frequently used in this kind of research. Survey method is used to collect
demographic data about peoples behavior, practices, perceptions and the like. It is
used to come up with an adequate and accurate interpretation.
The respondents were third year Biotechnology major of the Rizal Technological
University, first semester S.Y. 2014. There were total of 32 students participated in

the survey. Approximately, there were 23 female students and 9 male students.
Their ages range from 18 to 25.
The questionnaire consists of three parts: objective, learners profile and
assessment. The survey questionnaire used was validated by the use of pilot testing
in which five randomly selected biotechnology students were used as respondents.
After the survey questionnaire was administered, the researchers tallied and
analyzed the result. The frequency and percentage and the weighted arithmetic
mean was used as the statistical treatment of the data.
The formula/s used in the survey were:

F
N

100 = %

Where:
F = frequency
N = total
% = percentage

Formula of weighted mean:


Xw = _xw
n
Where:
Xw = weighted mean
W = weight in the point of scale
Xw = the sum of the weight of xs
n = the sum of the weight of x

This scale will be used to describe the weighted mean of the gathered data.
The 3 point Scale
3 Very Important
2 Important

Scale Value
3

Mean Range
2.40 2.79

1.60 2.39

Descriptive Scale
Very Important
Important

1 Not very important

1.00 1.59

Not very important

Results
A. Level of Language Importance
The table below shows why English language is needed in Biotechnology course.
Table 1.1

Purposes of English language in Biotechnology


Frequency

Percentage

12

37.5

b. For questions,
explanation and
justification
purposes

18.75

c. For future work

14

48.75

Total

32

100%

a. For exam, academic


writing and research
purposes

The table above shows that for future work got 48.75% or 14 respondents
while for exam, academic writing and research purposes got 37.5% or 12. This
means that the students agreed that the reason they use English is mostly for
future work then for exam, academic and research purposes.

The table below shows percentage with whom do the respondents use the language
Table 1.2

Uses of the English Language

Frequency

Percentage

a. To your Englishspeaking friends

3.12

b. To your professors,
colleagues who prefer
to speak English

27

84.38

12.5

32

100%

c. To a sales man who

speaks in English for


any deals

Total

The table above shows that professors, colleagues who prefer to speak
English got 84.38 % which is equivalent to 27 respondents out of 32. These 27
respondents stated that they indeed use English in communicating with professors
and colleagues who prefer to speak English with them rather than with their
English-speaking friends or a salesman.

This answers to the third question on how the students learn English in
Biotechnology
Table 1.3

Acquisition of learning English


a. Through
discussions/
lectures, group/
individual written
and oral
presentations
b. Through
plays

role

c. Through

Frequency

Percentage

27

84.38

15.62

32

100%

real life situation


Total

The table above shows that discussions/lectures, group/individual written and


oral presentations got 84.38 % while real life situations got 15.62% and role play 0
%. It can be assumed that 27 students agreed that they learn English during
discussions/lectures, group/individual written and oral presentations than in role
plays and real life situations.

The table below shows the result to the fourth question on which resources are
available to the students in learning English

Table 1.4

Availability of Resources in Learning English

a. Bilingual/ monolingual

Frequency

Percentage

6.25

18.75

24

75

32

100%

dictionaries

b. Internet resources,

audio- visual materials

c. Books, newspapers,

magazines, journals,
business materials,
company

Total

It shows in the table above that books, newspapers, magazines, journals,


business materials, company got 75 % while internet resources, audio-visual
materials got 18.75 %, and bilingual/monolingual dictionaries, 6.25%. It is affirmed
that most or 24 students chose books, newspapers, magazines, journals, business
materials, company as their resources in learning English in the course than with
only a minimum percent chose internet resources and audio-visual materials and
bilingual/monolingual dictionaries.

B. Language Skills

The table below shows the students preference on the most important among the
speaking skills
Table 2.1

Speaking Skills
3

Item
mean

DS

10

19

2.22

Making and receiving


telephone calls

19

1.84

Speaking to customers

20

2.06

Dealing with client


objections

15

16

2.44

Communicating with
colleagues superiors

10

19

2.22

Questioning to identify their


needs

Over-all weighted mean


2.16
I

It can be gleaned from the table above that dealing with client objections got
the highest mean of 2.44 while making and receiving telephone calls got the lowest
mean of 1.84. It means that its very important for them to use English in dealing
with client objections than making and receiving telephone calls primarily because
they make products which use the natural resources and they sell or endorse them
to clients which may be interested in the products.

The table below shows the students preference on the most important among the
reading skills

Table 2.2

Reading Skills
Do you need to use
English when:

Item
mean

DS

Reading business letters


( letters for inquiry, bank,
letters soliciting information,
letters from head office to
branches )

21

2.56

Reading reports ( sales


report, budget reports, audit
reports, monthly reports )

18

12

2.5

Reading work manuals

16

13

2.41

Reading memos

11

16

2.19

Reading reference materials


for professional exam

19

12

2.56

Over-all weighted mean


V

2.44

The table above shows that reading business letters (letters for inquiry, bank,
letters soliciting information, letters from head office to branches) got the highest
mean of 2.56 along with reading reference materials for professional exam. It can
be inferred that the students found that its very important for them to use English
in reading business letters and reading references for professional exam because
first they make and sell products and second, they take tests and/or examinations in
their course.

The table below shows the students preference on the most important among the
writing skills

Table 2.3

Writing Skills
Do you need to use
English when:

Item
mean

DS

Filling in forms

18

14

2.56

Writing brochures /
letters

18

13

2.53

Writing effective
proposals

24

2.75

Writing faxes/
complaint letters

20

10

2.56

Taking notes and


messages

10

17

2.16

Over-all weighted mean


2.51
V

The table above shows that writing effective proposals got the highest mean
of 2.75 while taking notes and messages got the lowest mean of 2.16. It can be
asserted from the result that its very important for the students to use English in
writing effective proposals because they also do proposals and researches for new
methods or products which are relevant to their course.

The table below shows the students preference on the most important among the
listening skills

Table 2.4

Listening Skills
Do you need to use
English when:

Item
mean

DS

Telephone messages

15

11

1.84

Oral instructions

18

13

2.53

Handling inquiries

12

17

2.28

Understanding
lectures at seminars
and training programs

22

2.66

Over-all weighted mean


2.33
V

The table above shows that understanding lectures at seminars and training
programs got the highest mean of 2.66 while telephone messages got the lowest
which is only 1.84. it can be affirmed that its very important for the students to
use English in understanding lectures at seminars and training programs basically
because these lectures and seminars are essential for them in writing their
researches and proposal which is required in their course.

Conclusion
It can be affirmed from the results above that the students use English in
school-related circumstances such as for future work and for exam, academic
writing and research purposes. They prefer to talk English with professors,
colleagues who also speak English with them. They learn English through
discussions/lectures, group/individual written and oral presentations and they get
their resources from books, newspapers, magazines, journals, and business
materials.
Another is they found it very important for them to use English in situations
such as dealing with client objections, reading business letters (letters for inquiry,
bank, letters soliciting information, letters from head office to branches), reading
reference materials for professional exam, writing effective proposals, and
understanding lectures at seminars and training programs. They prioritize these
choices as relevant ones and are much related to what they learn and do in the
Biotechnology course.

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