ANALYSIS OF INSTRUCTIONAL MATERIAL BASED ON ENGLISH FOR SPECIFIC PURPOSES ON THE NEEDS OF MANAGEMENT STUDENTS AT STIE TRI DHARMA NUSANTARA Syamsinar,

The difficulty of finding textbooks that fit the needs of students in Management studies makes researchers interested in analysing English material for teaching at the tertiary level. Needs analysis is the first step in developing and improving teaching materials and improving learning activities. In addition, needs analysis is very effective in evaluating students' needs in relation to English for academic, specific, and general purpose. Musdalifa and Syarifuddin (2017) state that needs analysis is very important and as a guideline for designing syllabi, subject matter, and class activities. This study is entitled "Analysis of Instructional Material Based on English for Specific Purposes on the Needs of Management Students at STIE Tri Dharma Nusantara." Participants in the study were 56 students in the Management study program, 2 English lecturers, 1 Management lecturer and the Head of the Management department. This research method is a descriptive qualitative research. The instruments used in data collection are participant observation, questionnaire, and interview. Data were analysed based on Miles and Huberman's model (2012: 129-136) which included reduction data, display data, and conclusion. The results of this study are the topic of English II material based on the analysis of the needs of students majoring in Management based on English for Specific Purpose. Topics of the material are Asking and Giving Direction, Describing Job, Application Letters and Curriculum Vitae, Job Interviews, Writing E-mails, Management Technical Terms, Pronunciation, Talking to A Foreigner, Business Proposals, and Presentation Skills. Furthermore, the skills most needed by students in Management study programs are speaking skills, followed by listening, reading and writing skills. The topic of the material will be arranged into a syllabus and instructional materials in the form of English language modules II. Therefore, this study pays attention to aspects of English for specific purposes in determining topics and formulating teaching materials in order to be able to improve learning activities. Not only English in general but also English based on the needs of management majors both at the academic level and in the world of work in the future.


INTRODUCTION
In this globalization era, the role of management is very important given the intense competition. In the context of economic globalization, Indonesia, which is part of the Asian Economic Community, not only emphasizes the free market but also pays attention to the readiness of Shobikah's human resources analysing the syllabus for the management department so that it can be developed into teaching material that suits the needs of students.
Based on preliminary observations on Management students at STIE Tri Dharma Nusantara, the background of students is heterogeneous based on age, ethnicity, and race. Besides that, some students work while in college and among them focus on college. Management graduate students must have sufficient professional skills in their fields. Therefore, it is very important to provide students with material that can be practiced according to their needs, in both syllabus design and the development of teaching materials (Pertiwi, 2016). In this case the instructor is aware of the very need to analyse Instructional material based on their needs by paying attention to: What material topics are appropriate to the needs of Management students? What skills are most needed by Management students? Mognhode (2015) in his research entitled the English Language Needs of Business Students at Adama Science and Technology University found that teaching materials must be integrated with business majors. In this case practical assignments such as projects in English courses must be integrated with the target situation so students have experience. In addition, Pertiwi (2016)  There are many studies that discuss the analysis of English material, but researchers have not found material analysis that focuses on management majors. By him the researcher was very interested in carrying out material analysis in accordance with the department of management. What distinguishes it from previous researchers is that research methods and research results will be directly used by students as teaching material based on student needs. In addition, needs analysis has an important role as a guide for instructors to prepare syllabi, teaching materials and class activities (Hutchinson and Waters, 1987;Brindley, 1981;Brown, 1995;Nation and Macalister, 2010). By carrying out a needs analysis, it is expected to be able to design material that is suited to the needs of students.

Need Analysis
Needs analysis is a procedure used to gather information about student needs (Richards, 2008: 51). Besides that, Yalden (2012) explains that needs analysis is the line between student desires (goals and expectations of students) and student needs. In general, these two definitions share the same view of need analysis. The researcher concludes the definition of needs analysis as a step used to gather information about the wants and needs of students and the expectations that must be applied into teaching material.
Needs analysis was first introduced into language teaching through the development of ESP. Since 1960, the demand for language specification programs has grown and is increasingly being applied by linguists using the needs analysis procedure in teaching English. Richard (2018) explained that the purpose of needs analysis is used for different purposes namely:

Purpose of Need Analysis
1. To determine the language skills needed by students to perform certain roles, such as a sales manager, tour guide or student.
2. To help determine whether the lesson is sufficient to answer the potential needs of students.
3. To determine which group students need the most language skills training.
4. To identify changes in direction that is felt by people in the reference group. 7. To gather information about certain problems experienced by learners.

Is ESP different from EGP?
According to Hutchinson and Waters (1987)

ESP (English for Specific
Purposes) is an approach to language teaching in which all decisions for content and methods are based on students' reasons for learning. Furthermore , Hutchinson et. Al (1987: 53) commented that in theory there was no difference between ESP and EGP. In practice, teachers teaching general English concentrate more on language in general. They aim to give learners lessons that encourage them to know and understand certain languages. However, when discussing ESP, educators pay attention to the more important thing which is needs analysis.

Based on these thoughts, the researcher concludes that ESP is a study in learning
English that is used in special teaching situations in a methodology that is different from general English and the material that is carried out based on needs analysis.

Business English (Management) and General English
English for business is a subcategory of English for specific purposes (English for specific purpose). In the field of Business and Management Education, English is very important to get success in a good career in business, marketing, sales or banking. According to Rao (2017), Business English and general English require the development of basic skills ranging from listening, speaking, reading, and write. In addition, business English requires specific vocabulary, topics and skills used at work to communicate accurately. English for Business focuses on the English skills needed to communicate globally the business environment. In general, Business English relates to the skills most people must possess in writing e-mails and reports, making presentations, negotiating, using the telephone, attending and actively participating in meetings or telephone conferences, receiving visitors, etc. Therefore, the difference is that English focuses on the work of the delegation while the goal of General English is to improve all four-language skills.

Instructional Material
This process includes reviewing, evaluating, selecting, testing, and adopting teaching materials to support curriculum implementation in certain areas. The material selection team collects the material, examines the written curriculum using an established evaluation form, and develops a summary of the data from the review. Teaching materials are identified according to goals, objectives, and methodology. If piloting is part of the design process, temporary materials are selected, ranked, and tested.
Input can be text, dialogue, video recording, diagrams, or any data communication, visual or non-visual. Content as a means to convey information and feelings about the subject matter. Language enables learners to analyse and synthesize material, i.e. give students pieces, learn how they work and practice reassembling together. The task is the purpose of learning the language used.
Instructional materials must be designed to lead to communication tasks where learners use the content of language knowledge they have built through units or lessons.

Design teaching curriculum
The experts whose work serves as a reference framework in designing teaching curricula are the Hutchinson and Waters (1987).

METHODS
This research method was a qualitative research with a descriptive analytical approach. According to Sugiyono (2008: 15) stated that descriptive qualitative research was a research method based on the philosophy of post positivism which was usually used to examine objective conditions naturally and researchers play a key instrument. Furthermore, information taken from the results of this study was used to analyse the topics of English material in Semester II based on the needs of the Management study program and then compiled into the syllabus.

Participants
In determining the population, researchers used a purposive sampling technique. According to Sugiyono (2013: 218-219) purposive sampling technique is a sampling technique at the data source with certain considerations. The population in the study were Management students at STIE Tri Dharma Nusantara, namely students from M-B2, M-A1, and M-A2 classes. The number of students from the M-B2 class consisted of 45 students, M-A1 consists of 46 students, and M-A2 consists of 44 students. However, there were only 56 students who were considered to represent as objects in this study. The background of heterogeneous STIE Tri Dharma students was seen from their age, ethnicity and culture, as well as the field of work. Besides that, there were supporting participants in the study, namely 2 English language lecturers who had more than two years of teaching experience at STIE Tri Dharma, 1 Management lecturer in the curriculum section, and Chair of the Management Department.

Observation (Observation) Researchers use participant observation to
students. During the lecture process, it was found that students generally listened when the lecturer explained, but they were less critical in responding to the material presented. In doing conversation assignments, students use 'Google Translate' rather than using a dictionary. Most students responded well to product presentation assignments, group presentations, and interviews with strangers.
2. Questionnaire; in this instrument, questionnaires were distributed to Management study program students, English language lecturers, Management lecturers of quality assurance and head of departments. Pana English lecturers, management lecturers in the quality assurance department and the chair of the Management department covered the needs of students in English courses, which covered topics of relevant material, and skills that need to be improved.
3. Interview; the type of interview used in this study was a structured interview. This instrument was carried out on 4 students who asked about students' opinions about semester II English teaching materials.
Furthermore, interviews were conducted with 2 English lecturers, 1 Management lecturer and the Head of Management, which contained suggestions for improving the quality of learning English courses aimed specifically at English lecturers and teaching materials.  Furthermore, among the four skills in English, speaking skills are the most choices needed by students then followed by listening skills, reading skills and writing skills. The most difficult difficulties found by students in the English class are translating then speaking. Nearly half of the students consider the presentation method to be the most popular method, and then the method of speaking specifically when speaking with strangers and only a small percentage prefer the lecture method.

Suggestion
Material that needs to be improved is the material about vocabulary, pronunciation, and speaking because generally students have a vocabulary that is lacking. Suggestions for English lecturers, especially those who teach Management study programs to improve the quality of teaching materials and techniques. In addition, the need for English lecturers to train students to pronounce English-Economic terms.