An ESP Needs Analysis for Electrical Engineering Students at Universitas Muhammadiyah Pare-Pare
Abstract
This study identifies the English for Specific Purposes (ESP) needs of electrical engineering undergraduates at Universitas Muhammadiyah Pare-pare to inform an ESP curriculum within the Outcome-Based Education (OBE) framework. A descriptive quantitative design was employed in 2026/2027. An open online questionnaire yielded 33 voluntary responses. The instrument covered demographics, english experience, a five-point Likert-scale needs analysis (Lacks, Wants, Necessities), and preferred topics; it was not externally validated or pilot-tested. Data were analyzed using descriptive statistics. Results: 93.9% (n = 31) had studied English, but only 9.1% (n = 3) had taken a formal course. General English prepares learners to communicate; ESP prepares them to practice. Moderate lacks appeared in communication confidence (M = 3.24, SD = 0.79) and technical comprehension (M = 3.39, SD = 0.79). Strongest wants were listening (M = 4.03, SD = 0.64), technical reading (M = 4.00, SD = 0.75), and report writing (M = 3.94, SD = 0.79). Necessities included technical vocabulary (M = 4.03, SD = 0.81) and workplace presentations (M = 3.91, SD = 0.68). Top preferences were technical vocabulary (51.52%, n = 17), TOEFL (24.24%, n = 8), job interviews (18.18%, n = 6), and reading–speaking (18.18%, n = 6). Technical vocabulary emerged as the gateway skill of ESP for electrical engineering. The absence of an ESP curriculum is an unaddressed outcome in the OBE architecture. Limitations include the small voluntary sample, single-institution setting, and self-reported data.
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DOI: https://doi.org/10.31004/jele.v11i5.3248
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