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Needs Analysis

OUR LADY OF FATIMA UNIVERSITY

College of Education
120 McArthur Highway, Marulas, Valenzuela City -1440

Needs Analysis of Grade 9 Students

of Quezon National High School

Del Prado, Dianne P.

Dizon, Aaron Jericho

Rabara, Maricar

Salcedo, Nelissa Joy R.

Valdez, Jeraldine Pearl

Dr. Eliza T. Mazo

Professor

English for Specific Purposes

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Needs Analysis
College of Mass Communication

I. Introduction

English for Specific Purposes or ESP is becoming increasingly important because

learners with professional needs require a more precise and suitable English material and
experience for their own target needs. ESP is believed to be a better way to prepare them
for their future use of English in their professional environment, and the analysis of needs is
helpful for designing ESP courses curriculums.

The following is a report of needs analysis of Grade 9 students of Quezon National

High School, specifically 12 students belonging to the school’s Special Journalism and
Theatre Program. They are yet to finish high school but they need to be able to use English
to their advantage and to the fullest of their potential.

For the purpose of the needs analysis, a questionnaire was designed and implemented
to find out what students already know, what they need to know, and what their preferences
are. This analysis shows information related to skills that the students needed and known,
preferences in learning, prior experiences, and common problems. This material is intended
for teachers for them to use as a guide in modification of their instruction to match up and
achieve the students requirements.

II. Objectives

This analysis aims to serve as a background for designing a tailored and more suitable
English instruction for Mass Communication students. As far as the needs analysis goes,
the results of the survey conducted will be a basis of modification on the syllabus to cater
the students’ needs and requirements to help them become a flexible and well-rounded
person of media.

III. Needs Analysis Result and Interpretation

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Needs Analysis

Table 1: Why is language needed?

Response Percentage

For communication 77%

For school 23%

The table shows that 77% of the students said that language is needed for
communication, while 23% said that it is used for school purposes.

Table 2: What do you use English for?

Response Percentage

For studying 46%

For future education 38%

For socialization 16%

The table shows that 46% of the students said that they use English for studying,
while 38% said that they will be using it for future education. The 8% said that they use
English for socialization.

Table 3: Where will the English language be used?

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Needs Analysis

Response Percentage

For everyday life 50

For studying 33

For socialization 17

T The table shows that half of the students will be using the English language for
their everyday life, 33% will be using it for studying, and the other 17% use it for
socialization.

Table 4: How often will the English language be used?

Response Percentage

Always 58

Often 42

More than half, which is 58% of the students will mostly likely always use the English
language, while the other 42% responded to use it often.

Table 5: What is the best way to learn English?

Response Percentage

Practice 56

Read books 25

Socialize 19

Table 5 shows that 56% of the students recommended practicing as the best way to
learn English, 25% said reading books, and the remaining 19% said socializing.
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Needs Analysis
Table 6: How did you get into Journalism?

Response Percentage

Have previous experience in elementary 58

It is an interest 33

Due to curiosity 9

58% of the student respondents got into Journalism because of having a previous experience in
their elementary years, 33% pursued it as an interest, and the other 9% is due to their curiosity.

Table 7: How long is your experience in Journalism?

Response Percentage

3 years 42

4 years 33

5 years 17

6 years 8

The table shows that 42% of the students have 3 years of experience in Journalism, 33%
have 4 years, 17% have 5 years, and the remaining 8% have 6 years of experience.

Table 8: Who are your influences?

Response Percentage

Notable journalists 63

Former mentors (teachers) 31

Others (Parents) 6

63% of the students viewed notable journalists as their influences, 31% said their former
mentors, and the other 6% responded with their parents as their influences
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Needs Analysis

Table 9: What will the content areas be?

Response Percentage

News Writing 25

TV/Radio Production 25

Advertising 20

Photojournalism 10

Others (Sports/Editorial/Creative Writing) 20

The table shows a fair share of content areas that the students want to take, with 25% for News
Writing, another 25% for TV/Radio Production. 20% want to take Advertising, 10% for
Photojournalism, and the remaining 20% are for other fields, such as Sports, Editorial, and
Creative Writing.

Table 10: What are your strengths?

Response Percentage

Creative 33

Resourceful 27

Efficient 27

Detail-Oriented 13

The table shows that 33% of the students see themselves as creative, the two 27% are split
between being resourceful and efficient, and the other 13% as being detail-oriented.

Table 11: What are your weaknesses?

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Needs Analysis

Response Percentage

Poor time management 50

Low self esteem 25

Easily distracted 25

Half of the students view their poor time management as a weakness, 25% said that their
weakness is having low self-esteem, and the remaining 25% said that being easily distracted is
a weakness.

IV. Conclusion

Based on the findings of the needs analysis, the following conclusions were drawn:

1. Majority of the students are convinced that English language is essential for oral
communication as shown by the result.
2. The students intentions for using the English language is mainly for higher educational
attainment as observed through their responses.
3. Most of the students are comfortable in using the English language in their daily routine
as observed with their responses.
4. As shown by the results, the students are confident for they frequently use the English
language.
5. Majority of the students responded that the best way to be proficient in English language
is through application.
6. Most of the students have encountered Journalism when in their previous years in
school as shown in the results.
7. The students are familiar and have background knowledge regarding Journalism.
8. Majority of the students admires well-known and prominent journalists that leaves an
impression for them to pursue the course.
9. The students are interested in upgrading their skills in the different fields of Journalism.
10. The students, in order to become a journalist, possess the required skills needed as
shown by their responses.
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Needs Analysis
11. Most of the students acknowledged that managing their time is their biggest deficiency
as observed on the percentage of the result.

V. Recommendation
1. The teacher should implement a variety of activities that will enhance communication
skills among students using the English language.
2. The teacher should include activities that can be used to support the students in building
their language skills needed to be successful in school.
3. The teacher should implement integration of English language into the students daily
lives.
4. The teacher should upgrade his/her teaching method and attend trainings or seminars
that will help them get familiarized about Journalism and its different fields.
5. The teacher must be aware of his/her students' strengths and weaknesses as to have
the appropriate teaching strategies to be carried out inside the classroom.
6. The students must also be encouraged to come up with their own learning strategies to
help them improve their positive attributes and diminish their negative traits.

VI. ESP Syllabus

Expected Learning
Week Course Content Assessment Reference
Outcomes Activities
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1. Define mass Introduction to - Interactive - Essay Mass
communication Mass Lecture Writing: “The Communica
and explain its Communication 1. Video Significance tion and
related A.Definitions Analysis of Mass Philippine
concepts. and 2. Print Media in the Society by
2. Generate Concepts Copywriti 21st Century” Ables, H.
opportunities B.Different ng
for reflection on Media of
social and Mass
cultural Communicat
processes and ion
its effects on
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Needs Analysis
21st century
media.

1. Explain why Campus - Critique-al - Blog Entry: Campus

a Campus Journalism - A Thinking “Boons and Journalism
Journalist Better 1. Video Banes of and Paper
should be Understanding Analysis Campus Advising by
responsible in A. Responsibili 2. Photo Journalism” Cruz, C. J.
their writings. ties of a Analysis
2. Describe the Campus 3. Article - Written Quiz
qualities a Writer Analysis
Campus B. Do’s and
Journalist Don’ts of
2 should Campus
possess. Journalism
3. Reflect and C. Types and
demonstrate Functions of
the importance Campus
of Campus Journalism
Journalism in
our society by
the use of
different media
platforms.

3
1. Read and News Writing - - Newspaper - Open Campus
discuss the The Basics and Review Critiquing: Journalism
different Betterment Publish a and Paper
elements that A. What is - Compare news article Advising by
make a material News Writing? and Contrast about recent Cruz, C. J.
newsworthy. B. Elements events in
2. Compose and Structure school and
and of News society
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Needs Analysis
disseminate Writing
properly well- C. Types of
written reports. News Leads
D. Basic News
Writing Rules

1. Review and Feature Writing - Feature - Blog Entry: Feature

differentiate A. Features Article Publish a Writing for
feature writing vs. News Analysis feature story Filipinos by
from news. B. Feature in any of the Genove,
2. Construct a Stories - Feature the following M.C
well-written Varieties Picture categories:
feature story C. Data a. Human
using different Gathering Interest
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writing Techniques b. Interviews
techniques of and c. Information
each variety. Generating al Feature
Story Ideas
D. Structure of
Feature
Writing

5
1. Define Copyreading - Interactive - Written Quiz Copyreadin
headlining and and Headlining Discussion 1: Manuscript g and
copyreading A. Responsibili Editing Headline
2. Familiarize ties of a - Detect the Writing by
and apply copyeditor Defect - Written Quiz Fadriquela,
pointers of B. Pointers 2: Catch the M.
copyreading and - Picture Headline
through Copyediting Analysis
manuscript Symbols
editing. C. Functions
3. Compose a of a headline
catchy headline D. Guidelines
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Needs Analysis
for an article. in Headline
Writing

SURVEY QUESTIONNAIRE

I. PROFILE OF THE STUDENT

Name: _________________________________ Age:____ Gender:_______

Grade/Section/Course:____________________Nationality:________________

Socio-economic Background: (Household’s Monthly Income)

 ₱10,000 and below  ₱11,000 - ₱20,000 ₱21,000 and above

Interests / Favorite Activities:

____________________________________________________________________

How long have you been learning English?

2 years and below  2 years – 5 years 5 years and above

How do you find English as a subject? Easy Average Difficult

II.
1. Why is language needed? (e.g. for school, for work, etc.)
_________________________________________________________
2. What do you use English for? (e.g. for school, speaking w/ foreigners, etc.)
_________________________________________________________________
3. When will the language be used? (when studying, at home, socializing, etc.)
_________________________________________________________________
4. How often will the language be used?
Always  Often Seldom Rarely
5. What is the best way to learn English?
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Needs Analysis
_________________________________________________________________

6. How did you get into Journalism?

_________________________________________________________________
7. How long is your experience in Journalism?
_________________________________________________________________
8. Who are your influences?
_________________________________________________________________
9. What will the content areas be? (e.g. creative writing, photojournalism, advertising,
etc.)
_________________________________________________________________
10. What are your strengths?
_________________________________________________________________
11. What are your weaknesses?
_________________________________________________________________