DETERMINING THE ENGLISH LANGUAGE NEEDS OF DIPLOMA IN

CREATIVE TECHNOLOGY (THEATRE) STUDENTS

BY:

TURISIANA AHMAD BUHARI

FAUZIAH SAADAH ABDUL HALIM

APRIL 2010

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Tarikh : 19 April 2010
No. Fail Projek : 600 – RMI/SSP/ 5/3/Rsp (43/2009)

Penolong Naib Canselor (Penyelidikan)

Institut Pengurusan Penyelidikan
Universiti Teknologi MARA
40450 Shah Alam

Ybhg. Prof.,

LAPORAN AKHIR PENYELIDIKAN “DETERMINING THE ENGLISH

LANGUAGE NEEDS OF DIPLOMA IN CREATIVE TECHNOLOGY
(THEATRE) STUDENTS ”

Merujuk kepada perkara di atas, bersama-sama ini disertakan 2 (dua) naskah dan 1 (satu)
salinan CD Laporan Akhir Penyelidikan bertajuk “Determining the English Language
Needs of Diploma in Creative Technology (Theatre) Students”.

Sekian, terima kasih.

Yang benar,

TURISIANA AHMAD BUHARI

Ahli
Projek Penyelidikan

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 PROJECT TEAM MEMBERS

TURISIANA AHMAD BUHARI

Project Member

………………………………………………………………
Tandatangan

FAUZIAH SAADAH ABDUL HALIM

Project Member

………………………………………………………..
Tandatangan

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 TABLE OF CONTENTS

Page

LETTER OF TRANSMITTAL ……………… iii

RESEARCH GROUP MEMBERS ……………… iv

TABLE OF CONTENTS ……………… v

ABSTRACT ……………… viii

ACKNOWLEDGEMENT ……………… ix

LIST OF TABLES & FIGURES ……………… x

LIST OF APPENDICES ……………… xi

1.0 INTRODUCTION

1.1 English in Malaysia …………………… 1

1.1.1 Diploma in Creative Technology ………………….. 2

1.2 Statement of the problem …………………… 3

1.3 Objective of the research …………………… 3

1.4 Significance of the research …………………… 4

1.5 Scope and limitation of the research …………………… 4

1.6 Definition of terms …………………… 5

2.0 LITERATURE REVIEW

2.1 Past Research …………………… 6

2.2 English for Specific Purposes …………………… 7

2.3 Needs Analysis framework …………………… 8

2.4 Approaches to Needs Analysis …………………… 10

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 2.4.1 Target Situation Analysis …………………… 10

2.4.2 Present Situation Analysis …………………… 11

2.4.3 Learning Situation Analysis …………………… 11

3.0 RESEARCH APPROACH

3.1 Introduction …………………… 13

3.2 Research method …………………… 13

3.3 Research instruments …………………… 13

3.3.1 Questionnaires ……………………

14

3.3.2 Interviews …………………… 14

3.4 Rationale for selecting the focus group (Theatre students) ………… 15

4.0 FINDINGS AND DISCUSSION

4.1 Students’ questionnaires and interviews …………………… 16

4.2 Lecturers’ questionnaires and interviews …………………… 21

4.3 Generalized Needs Profile …………………… 22

4.3.1 TSA (Necessities) …………………… 23

4.3.2 PSA (Lacks and Strengths) …………………… 23

4.3.3 LSA (Wants) …………………… 23

5.0 CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion …………………… 25

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 5.2 Recommendations …………………… 26

6.0 REFERENCES …………………… 28

7.0 APPENDICES …………………… 30

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 ABSTRACT

The Diploma in Creative Technology (Theatre) Programme puts a huge emphasis on

artistic and performing skills. Due to that, there is a need to look at the English language

skills catered to these Theatre students in an academic setting. Hence, this study was

designed to determine the English language needs of Diploma in Creative Technology

(Theatre) students. Questionnaires and interviews were carried out to 98 students and 8

(Theatre Programme) lecturers. These questionnaires were designed based on the

theoretical framework adapted from Hutchinson and Waters (1987), and Dudley-Evans

and St John (1998). It was revealed that speaking and reading skills are the two most

important English language skills the students need to have in the Theatre programme. In

addition, these two skills are the skills that Theatre students need to practice even more.

Furthermore, it was discovered that Theatre students would prefer to learn English

language speaking skills more compared to other skills.

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 ACKNOWLEDGEMENTS

We would like to thank the following people:

1. Dr Megawati Omar, Fellow of Research & Publication, RMI

2. Dr Peter Joseph Pereira, ALS

3. Prof Dr Hatta Azad Khan, Dean of Faculty of Artistic and Creative Technology

4. Mr Hafshizan Hashim, Head of Theatre Programme

5. Theatre Programme Lecturers

6. Puan Nor Haizah Mokhtar , Assistant Registrar (Academic) of Faculty of Artistic

and Creative Technology

7. Theatre Programme Students of Semester 1 2009/2010

Last but not least, to our families for their patience and tolerance.

Turisiana Ahmad Buhari

Fauziah Saadah Abdul Halim
Academy of Language Studies
Universiti Teknologi MARA
April 2010

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 LIST OF TABLES & FIGURE

Page

Figure 1 : Adapted theoretical framework of research ……………… 9

Table 4.1 : Results from questionnaires: Students’ perceived

proficiency of their English Language skills ……………… 17

Table 4.2: Results from questionnaires: Students’ preferred modes

of learning ……………… 17

Table 4.3: Lecturers’ perceptions of the Theatre students’ English

language requirements ……………… 21

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 LIST OF APPENDICES

Page

Appendix A: Request for Permission to Conduct Research ……………… 30

Appendix B: Sample Questionnaires for Students ……………… 31

Appendix C: Sample Questionnaires for Lecturers ……………… 34

Appendix D: Sample Interview Questions for Students ……………… 35

Appendix E: Sample Interview Questions for Lecturers ……………… 36

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