




































Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

60 
 

 

THE STUDENTS’ PRIORITY SKILL OF ENGLISH NEEDS BY THE ELEVENTH 

GRADE STUDENTS AT SMK TORAJA WISATA 

Markus Deli Girik Allo, Herni Pabisa 
1)

markusdeli@ukitoraja.ac.id, 
2)

hernipabisa@yahoo.com 
1,2)

Universitas Kristen Indonesia Toraja 

 

ABSTRACT 

The objective of the research is to find out the student's priority skill of English needs 

by the eleventh grade students of SMK Toraja Wisata. This research employed non-

experimental design. The population of this research was the eleventh grade students of SMK 

Toraja Wisata academic year 2015/2016, there were 20 students as a population and divided 

into two department are Perhotelan and Kesehatan department, the sample of the research 

was the students of Perhotelan department, the researcher used random sampling technique 

with the numbers of sample was 10 students of Perhotelan department from the eleventh 

grade students and the writer used one only instrument, namely questionnaire. The result of 

data analysis collected through the questionnaire showed that from the15 items questionnaire, 

there are 12 items which speaking occupy the first priority with  average value: for 

questionnaire 1 until 6 with average values 4.50 was important, 4.70, 4.60, 4.50, 4.80 and 

4.75 were very important. In the questionnaire 7 and 8 speaking not occupy the first priority 

because listening and reading occupy the first priority with the average value of 4.70 was 

very important, and questionnaire 8 with average value 4.60 was very important. Then 

questionnaire 9 until 12 with average values 4.55 of 4.80, 4.70 were very important, and 4.10 

were important. Next questionnaire 13 speaking also not occupy the first priority because 

listening is occupy the first priority with average value of 4.70 was very important. And the 

last questionnaire 14 and 15 speaking occupy the first priority with average values 4.90 and 

4.90 were very important classification. Based on the data analysis above, it is inferred that 

the student's priority skill of English needs by the eleventh grade students at SMK Toraja 

Wisata is speaking. 

 

Key words: Students' Priority Skill, English Needs 

 

 

 

 

 

 

 

mailto:markusdeli@ukitoraja.ac.id


Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

61 
 

A. Introduction 

English for specific purposes (ESP), was specialized English for teaching English 

language including business English, technical English, scientific English, English for 

medical professionals, English for waiters, English for tourism, and English for art purposes. 

English for tourism to teaching about Improve their overall English communication skills, 

develop English language skills for working in the tourism; develop their knowledge and 

understanding of tourism the communication skills needed to work in the tourism industry. 

Skill is the combination of ability, knowledge, and experience that enables a person to 

do something well. In English, there are four major skills such as speaking, listening, writing 

and reading. Speaking is the productive skill. It could not be separated from listening. When 

we speak we produce the text and it should be meaningful. In the nature of communication, 

we can find the speaker, the listener, the message and the feedback. Speaking could not be 

separated from pronunciation as it encourages learners to learn the English sounds. Listening 

is the process of understanding speech in a first or second language. It means that listening is 

one of major skill that every English student must have. Practically, there are still many 

people who have lack of listening skill than other skill, especially it is the common problem 

the mostly student had. For example when the student could speak English fluently but she 

could not identify what the native speaker said. It could be influenced by neither the speed of 

speech that is too fast nor the low responses skill of what they heard. Writing is the ability to 

put pen and paper to express ideas through symbols, this way, representations on the paper 

will have meaning and content that could be communicated to other people by the writer. 

And reading is a complex cognitive process of decoding symbols in order to construct or 

derive meaning (reading comprehension). It is a means of language acquisition, of 

communication, and of sharing information and ideas. Like all language, it is a complex 

interaction between the text and the reader which is shaped by the reader’s prior knowledge, 

experiences, attitude, and language. 

When students of SMK Pariwisata are learning English, they will learn language skills, 

but usually, teachers do not teach skills suitable to the student's needs, it is because the 

curriculum sometimes is different to the students needs of learning English or teachers do not 

know what exactly skills that the students need to learn English. Because the skill is needed 

in each school or department is different. 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

62 
 

Therefore, skill in English is needed by the students and the main priorities especially 

in English at SMK Pariwisata. English teaching in SMK Pariwisata teach about specific 

English for hotel, tour guides, and restaurant, which can help students who have the interest 

to work in the world of tourism. By considering the explanation above, the researcher wants 

to know what priority skill that students need to English is. Whether speaking, listening, 

writing or reading. Therefore, the researcher chose the title “The Students' Priority Skill of 

English Needs by the eleventh-grade Students at SMK Toraja Wisata". 

 

B. Review of  Literature 

1. Need Analysis  

 The term ‘need analysis’ has featured prominently in the literature of language 

teaching in last 1920s (example. Hutchinson and waters 1987 at all) most of them have 

focused on learners’ communicative needs but teachers' needs are treated as a part of the 

situational analysis that is general parameters of a language program.  

In the 1970s the formal concept of needs analysis was largely established by council 

of Europe Modern Language Project Group in the field of ESP. This group aimed to promote 

language learning in Europe and offered guidance and support to many ‘partner for learning’ 

whose cooperation was necessary for creation to the needs of the learners as well as of the 

society. 

There are some opinions and definitions of needs such as " Richards (2001: 54) 

‘needs' is the term used to refer to “want, desires, demands, expectation, motivation, lacks, 

constraints, and requirements”. It was introduced largely through ESP movement” the 

demand for specialized language program grew and applied linguistics increasingly began to 

employ needs analysis procedures in language teaching in the 1960s, then in 1980s, in many 

parts of the world a" need-based philosophy ” emerged in language teaching, particularly in 

relation to ESP and vocational oriented program design”. 

Brindly (1984: 28), the term ‘needs' is something used to refers wants, desires, 

demands, expectations, and motivating lack constraints, and requirements. Needs are often 

described in term of a linguistic deficiency, it means that describing the distinguishing 

between what he or she should be able to do. It means that ‘needs' have real objectives and 

wait to be identified and analyzed. 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

63 
 

Robinson (1991) states out “five different meanings and types of needs” : (1) needs 

can refer to students' study or job requirement, that is, what they are going to do at the end of 

their language study. It means that it is a goal-oriented of needs, (2) needs can mean what the 

user of institutions or society regards as desirable to be learned from a program of language 

instruction, (3) the consideration to what the students need to do actually acquire the 

language. That is a process-oriented meaning of needs and related to transitional behavior, 

the means of learning. And (4) needs is what the students themselves would like to get from 

the language course. This view of needs implies that students or jobs, and (finally) needs to 

be interpreted as lack, that is, what the students do not know or cannot do in language”. 

Hutchinson and Waters (1987: 54 ) divided “needs” into two divisions ‘target need 

and learning need’ where target needs are what the learners' needs to do in the target 

situation, and learning needs are what the learners' needs to do in order to learn. Target needs 

include necessities, lack, and want. Necessities refer to the type of needs determined by the 

demand of target situation, that is what the learner has to know in order to function 

effectively in the target situation, lack refers to the gaps between what the learner knows, and 

wants are interpreted as what are the learner think their needs”. 

Based on the definition above, the writer concludes that the needs are term refer used 

to refers wants, desires, demands, expectations, and motivating lack constraints, and 

requirements. 

2. The Objective of Need Analysis 

The term ‘need' is not straight forward as it might appear, and hence the term is 

sometimes used to refer to wants desire, demands, expectation, motivation, lacks, constrains, 

and requirements (Brindley 1984:28). Need are often described in term of a linguistic 

deficiency, that is, describing the different between what a learner can presently do in a 

language and what he or she should be able to do. This suggests that need objective reality 

and are simply they are waiting to be identified and analyzed. Porccher (1977, in Brinley, 

1984:29). Often does different perspective: the need is not a thing that exists and makes the 

encountered ready-made on the street. It is a thing that constructed the center conceptual 

network and the product of a number of epistemology call choices (which are not innocent 

themselves, of course).” Need often described in term of language needs, that is, as a 

language needed to survive in an English dominant society.  



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

64 
 

According to Richard (2001:55), the need analysis can do for several of different users. 

For example, when do need analysis to help revise secondary English curriculum in the 

country, the last user includes: 

1. Curriculum official at service education that possible want uses that information to 

evaluate syllabus, curriculum, and the material.   

2. The teacher who will teach from the new curriculum,  

3. the student who will be taught from curriculum, 

4. The writer who is preparing the new learning book,  

5. Testing personnel, who are involved in developing end-of-school assessments 

6. The staff of tertiary institutions, who are interested in knowing what the expected level 

will be of the students existing the schools and what problem they face. 

3. The concept of Language  

Languages are generally taught and assessed in terms of the ‘four skills’: listening, 

speaking, reading, and writing. Listening and reading are known as ‘receptive’ skills while 

speaking and writing are known as ‘productive’ skills. All language learners will need to 

develop their skills in each of these areas, and your language classes should incorporate 

activities related to all these skills. Below are some practical steps you can take to develop 

these skills outside the classroom – remember you will also want to think about your current 

language level and priorities for learning in each area”. In accordance with Helen (2013) 

When we learn a language, there are four skills that we need for complete communication. 

When we learn our native language, we usually learn to listen first, then to speak, then to read 

and finally to write. Therefore, language is the ability to acquire and use complex systems of 

communication, particularly the human ability to do so, and a language is any specific 

example of such a system.  

Orwig (1999) argues that there are four basic skills in the English language. They are 

listening, speaking, reading, and writing, it is illustrated as follows: 

1) Listening 

Listening is the language skill which learners usually find the most difficult skill because 

they feel under unnecessary pressure to understand every word. Listening comprehension is 

the receptive skill in the oral mode. When people speak of listening what they really mean is 

listening and understanding what they hear. In the first language, people have all the skills 

https://en.wikipedia.org/wiki/Communication
https://en.wikipedia.org/wiki/Human


Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

65 
 

and background knowledge they need to understand what they hear. Further, he classifies it 

into two kinds of listening situations:  

a) Interactive 

b) non-interactive 

Interactive listening situations include face-to-face conversations and telephone calls, in 

which the learners alternately listen and speak, and people have a chance to ask for 

clarification, repetition, or slower speech from our conversation partner. Some non-

interactive listening situations are listening to the radio, TV, films, or lectures.  

2) Speaking 

Speaking is the productive skill in the oral mode. It is classified into three speaking 

situations:  

a) interactive, 

b) partially interactive 

c)  non-interactive 

Furthermore, He put forward the three speaking situations. Interactive speaking 

situations include face-to-face conversations and telephone calls, in this case, the speakers 

alternately exchange messages and they have chances to ask for clarification or repetition. 

Some speaking situations are partially interactive, such as when giving a speech to a live 

audience. The speaker nevertheless can see the audience and judge from the expressions on 

their faces and body language whether or not he or she is being understood. Non- interactive 

speaking is when the speaker giving a speech, not to a live audience, such as the speakers in 

radio or TV.  

 

3) Reading 

Reading is the receptive skill in the written mode. It can develop independently of 

listening and speaking skills but often develops along with them, especially in societies with 

a highly-developed literary tradition. Reading can help build the vocabulary that further helps 

listening comprehension, particularly at the later stages. 

4) Writing 

Writing is the productive skill in the written mode. It is more complicated than it 

seems at first and often seems to be the hardest of the skills, even for native speakers of a 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

66 
 

language, since it involves not just a graphic representation of speech, but the development 

and presentation of thoughts in a structured way. 

C. Research Method 

In this research, the writer used quantitative research. It aims to find out the description 

of the students' priority skill of English needs by the eleventh-grade students at SMK Toraja 

Wisata. The number of the eleventh-grade students at SMK Toraja Wisata academic year 

2015/2016 was too large, so the researcher used the random sampling technique to choose the 

sample. The research chose the Perhotelan department in the class eleventh grade students as 

the respondent of this research. There were 10 students in the department. Research 

instrument of this study was the questionnaire. Questionnaire aimed to find out the students' 

priority skill of English needs by the eleventh-grade students at SMK Toraja Wisata. 

Data that are obtained from questionnaires then was analyzed qualitatively. In order to 

find out the answer of research questions, then the writer analyzed the data by classifying it 

into score level, with the following procedure: The ‘Importance Score’ of English Skills used 

in the classroom, the researcher gives a score one to five, with the following level. 

Table 3.1: Score level 

 

 

 

 

 

 

 

Score Important level    

1 unimportant 

2 less important 

3 undecided 

4 important 

5 very important 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

67 
 

 In this research the writer used descriptive analysis technique to find out the average 

score students, by using the following formula:  

(Gay 2006:320) 

N

X
X




 

Where: 

 



score Total x  

scoreMean X

 

N     = Number of respondent 

The average score of the respondents' perception of the student's needs for English then was 

converted into   the following scale: 

 0.00 – 1.50 unimportant     

 1.51 – 2.50 less important   

 2.51- 3.50 undecided     

3.51 – 4.50 important    

4.51- 5.00 very important  

D. Discussion  

In order to find out the answer to research questions, then the writer analyzed the data 

by classifying it into score level, with the following description: 

Priority Scale 

Questionnaire 1: 

 This item deals with the tourism students expected to use English skills in learning 

English. All of the respondents recognized the importance of reading, writing, speaking and 

listening in learning English, as displayed in the following diagram: 

 

 

 

 

 

 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

68 
 

Diagram 4.1 

The Average Score of important of English for Tourism Students 

 

   

Based on the data above the description of the questionnaire 1, it is obvious that The 

tourism student expected to use English skills in learning English at SMK Toraja Wisata 

based on the diagram analysis, The first priority is Speaking with average value 4.50. The 

second priority is listening with average value 4.10 and the third priority is Reading with 

average value 3.80 and the last priority is writing with average value 3.60. 

Questionnaire 2: 

This questionnaire deals with the important to success in course of studying English 

abilities for Tourism students. Part of respondents recognized that listening and reading is 

important to success in course of studying English abilities, but writing is undecided. The 

other respondents recognized that speaking is Very Important to success in course of studying 

English abilities, as displayed in the following diagram: 

Diagram 4.2 

The Average score of important to success in study the following skills abilities 

 

The important to success in course of studying English abilities for Tourism students 

at SMK Toraja Wisata based on the diagram. The first priority is speaking with average value 

4.70. The second priority is listening with average value 3.90 and the third priority is reading, 

with average value 3.60 and the last priority is writing with average value 3.40.  

 

4.10 
4.50 

3.80 3.60 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

Listening Speaking Reading Writing 

0.00 

5.00 

Listening Speaking Reading 
Writing 

3.90 4.70 
3.60 3.40 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

69 
 

Questionnaire 3:  

 This item deals with the important use of skills for looking information about tourism 

industry for Tourism students. Part of respondents recognized that listening is important, 

reading and writing is undecided to success in course of studying English abilities. The other 

respondents recognized that speaking is very important to use the following skill for looking 

a job in the hotel. As displayed in the following diagram: 

Diagram 4.3 

The Average score of important use the following skills, for looking information about 

tourism industry 

 

 

The important to use the following skills for looking information about tourism 

industry for Tourism students at SMK Toraja Wisata based on the table analysis, the first 

priority is speaking with average value 4.60. The second priority is listening with average 

value 4.10 and the third priority are reading and writing with average value 3.50 

Questionnaire 4: 

 This item deals with the important use of the following skills for looking a job in the 

hotel for Tourism students. Part of respondents recognized that speaking, listening, reading 

and writing is important for looking a job in the hotel.  As displayed in the following diagram  

Diagram 4.4 

The Average score of important use of the following skills, for looking a job in the hotel 

 

 

4.10 
4.60 

3.50 3.50 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

Listening Speaking Reading  Writing 

4.50 4.50 

3.60 
4.20 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

Listening Speaking Reading Writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

70 
 

  The important to use of the following skills for looking a job in the hotel for 

Tourism students at SMK Toraja Wisata based on the diagram analysis, The first priority is 

Speaking and listening with average value 4.50. The second priority is writing, with average 

value 4.20 and the third priority is reading with average value 3.60.  

Questionnaire 5:  

 This item deals with the important use of skills for looking a job in the restaurant for 

Tourism students. Part of respondents recognized that listening, reading and writing is 

important for looking a job in the restaurant. The other respondents recognized that speaking 

and listening is Very Important to use the following skill for looking a job in the restaurant.  

As displayed in the following diagram: 

Diagram 4.5 

The Average Score important use the following skills, for looking a job in the restaurant 

 

 

 The important to use of skills for looking a job in the restaurant for Tourism students 

at SMK Toraja Wisata based on the diagram analysis, the first priority is speaking with 

average value 4.80. The second priority is listening with average value 4.30 and the third 

priority is writing with average value 4.00 and the last priority is reading with average value 

3.90.  

Questionnaire 6:  

 Question number 6 described information about the important use the skills in tourism 

industry especially guide. Part of respondents recognized that listening, writing and reading is 

important in tourism industry especially guide. The other respondents recognized that 

speaking is very important to use the following in tourism industry especially guide, as 

displayed in the following diagram: 

 

 

4.30 
4.80 

3.90 4.00 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

6.00 

listening speaking reading writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

71 
 

Diagram 4.6 

The Average score of important use the following skills, in tourism industry 

especially guide 

  

The important to use the following skills in tourism industry especially guide for 

Tourism students at SMK Toraja Wisata based on the diagram analysis, the first priority is 

speaking with average value 4.70. The second priority is listening with average value 4.40 

and the third priority is writing with average value 3.80 and the last priority is reading with 

average value 3.80.  

Questionnaire 7:  

This question deals with the important use of skills in tourism industry especially 

travel agency. Part of respondents recognized that reading, writing, and speaking is important 

in tourism industry especially travel agency. The other respondents recognized that listening 

is very Important to use the following in tourism industry especially travel agency.  As 

displayed in the following diagram 

Diagram 4.7 

The Average Score of important use the following skills in tourism industry especially 

travel agency 

 

  Based on the data above the description of item 7, it can be presented as follows: 

The important to use the skills in tourism industry especially guide for Tourism students at 

SMK Toraja Wisata based on the diagram analysis, the first priority is listening with average 

4.40 4.75 

3.70 3.95 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

Listening Speaking Reading Writing 

4.70 

4.40 
4.20 

4.00 

3.50 

4.00 

4.50 

5.00 

Listening Speaking Reading Writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

72 
 

value 4.70. The second priority is speaking with average value 4.40 and the third priority is 

reading with average value 4.20 and the last priority is writing with average value 4.00. q 

Questionnaire 8:  

 This question deals with the important use of skills as a chef in the restaurant. Part of 

respondents recognized that listening and speaking is important and writing is undecided as a 

chef in the restaurant. The other respondents recognized that reading is Very Important as a 

chef in the restaurant.  As displayed in the following chart: 

Diagram 4.8 

The Average score of important use the following skills as a chef in the restaurant 

 

  The important to use the following as a chef in the restaurant for Tourism 

students at SMK Toraja Wisata based on the diagram analysis, the first priority is reading 

with average value 4.60. The second priority is speaking with average value 4.40 and the 

third priority is listening with average value 4.20 and the last priority is writing with average 

value 2.60.  

Questionnaire  9 

 Described information deals with the important use the following skills as a waiter in 

the restaurant. Part of respondents recognized that listening, speaking, reading and writing is 

important as a waiter in the restaurant.  As displayed in the following diagram: 

Diagram 4.9 

The Average Score of important use the following skills as a waiter in the restaurant 

 

 

4.20 4.40 4.60 

2.60 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

Listening Speaking Reading Writing 

4.45 
4.55 

4.05 4.00 

3.60 

3.80 

4.00 

4.20 

4.40 

4.60 

Listening Speaking Reading Writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

73 
 

 The important to use the following as a waiter in the restaurant for Tourism students 

at SMK Toraja Wisata based on the table analysis, the first priority is speaking with average 

value 4.50. The second priority is listening with average value 4.40 and the third priority is 

speaking with average value 4.30 and the last priority is writing with average value 3.60.  

Questionnaire 10:  

 Questionnaire 10 deals with the important use the following skills as a waiter in the 

hotel. Part of respondents recognized that listening, reading, and writing are important as a 

waiter in the restaurant. The other respondents recognized that listening and speaking is Very 

Important as a waiter in the restaurant.  As displayed in the following diagram: 

Diagram 4.10 

The Average score of important use the following skills, as a waiter in  

the hotel 

 

 

 The important to use the following as a waiter in the hotel for Tourism students at 

SMK Toraja Wisata based on the diagram analysis, the first priority is speaking with average 

value 4.80. The second priority is listening with average value 4.60 and the third priority is 

speaking with average value 4.10 and the last priority is writing with average value 4.00.  

Questionnaire 11:  

 This item deals with the important use the following skills as a receptionist in the 

restaurant. Part of respondents recognized that listening, reading and writing is important as a 

receptionist in the restaurant. The other respondents recognized that speaking is Very 

Important as a receptionist in the restaurant.  As displayed in the following diagram: 

 

 

 

 

4.60 

4.80 

4.10 
4.00 

3.60 

3.80 

4.00 

4.20 

4.40 

4.60 

4.80 

5.00 

Listening Speaking Reading Writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

74 
 

Diagram 4.11 

The Average score of important use the following skills, as a receptionist in the 

restaurant 

 

 The important to use the following as a receptionist in the restaurant for Tourism 

students at SMK Toraja Wisata based on the diagram analysis, the first priority is speaking 

with average value 4.70. The second priority is writing with average value 4.40 next the third 

priority is listening with average value 4.30 and the last priority is reading with average value 

3.90.  

Questionnaire 12:  

 Described information deals with the important use the following skills as a receptionist 

in the hotel. Part of respondents recognized that speaking, listening, reading and writing is 

important as a receptionist in the hotel.  As displayed in the following table: 

Diagram 4.12 

The Average Score of Important use the following skills, as a receptionist in the hotel 

 

 

 The important to use the skills as a receptionist in the hotel for Tourism students at 

SMK Toraja Wisata based on the diagram analysis, The first priority is speaking with average 

value 4.10. The second priority is reading with average value 4.00 and the third priority is 

writing with average value 3.80 and the last priority is listening to average value 3.70.  

 

4.30 
4.70 

3.90 
4.40 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

Listening Speaking Reading  Writing 

3.70 

4.10 

4.00 

3.80 

3.50 

3.60 

3.70 

3.80 

3.90 

4.00 

4.10 

4.20 

Listening Speaking Reading Writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

75 
 

Questionnaire 13: 

 Described information deals with the important use the following skills as a manager in 

the restaurant. Part of respondents recognized that speaking, reading, and writing is important 

as a receptionist in the restaurant. The other respondents recognized that listening is very 

important as a manager in the restaurant.  As displayed in the following diagram: 

Diagram 4.13 

The Average score of important use the following skills, as manager in the restaurant 

 

 

   The important to use the skills as a receptionist in the restaurant for Tourism 

students at SMK Toraja Wisata based on the table analysis, the first priority is listening with 

average value 4.70. The second priority is speaking with average value 4.40 and the third 

priority is reading and writing with average value 4.30.   

Questionnaire 14:  

 This question deals with the important use of skills as a manager in the hotel. Part of 

respondents recognized that listening, reading, and writing are important as a receptionist in 

the hotel. The other respondents recognized that speaking, reading, and speaking is very 

Important as a manager in the hotel.  As displayed in the following diagram: 

Diagram 4.14 

The Average score of important use the following skills, as a manager in the hotel 

 

   The important to use the following as a manager in the hotel for Tourism 

students at SMK Toraja Wisata based on the table analysis, the first priority is speaking with 

average value 4.90. The second priority is reading with average value 4.30 and the third 

4.70 

4.40 
4.30 4.30 

4.00 

4.20 

4.40 

4.60 

4.80 

Listening Speaking Reading Writing 

4.20 

4.90 

4.30 
4.50 

3.50 

4.00 

4.50 

5.00 

Listening Speaking Reading Writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

76 
 

priority is listening with average value 4.20 and the last priority is listening to average value 

4.00.  

Questionnaire 15:  

 This item deals with the important use the following skills work in government tourism 

office. Part of respondents recognized that listening and writing are important as a 

receptionist in the hotel. The other respondents recognized that speaking and reading are very 

important as a manager in the hotel.  As displayed in the following diagram: 

Diagram 4.15 

The Average Score of Important use the following skills, work in government tourism 

office 

 

The important to use the following as a manager in the hotel for Tourism students at 

SMK Toraja Wisata based on the table analysis, the first priority is speaking with average 

value 4.90. The second priority is reading with average value 4.60 and the third priority is 

writing with average value 4.50, and the last priority is listening with average value 3.80.  

This section deals with the discussion of the result of the data analysis. The analysis 

aims at describing the student's priority skill of English needs by the eleventh-grade students 

of SMK Toraja Wisata. 

Need are often described in term of a linguistic deficiency, that is, describing the 

different between what a learner can presently do in a language and what he or she should be 

able to do. This suggests that need objective reality and are simply they are waiting to be 

identified and analyzed. Porccher (1977, in Brinley, 1984:29). Often does different 

perspective: the need is not a thing that exists and makes the encountered ready-made on the 

street. It is a thing that constructed the center conceptual network and the product of a 

number of epistemology call choices (which are not innocent themselves, of course).”Need 

often describes in term of language needs, that is, as a language needed to survive in an 

English dominant society.  

3.80 

4.90 
4.60 4.50 

0.00 

1.00 

2.00 

3.00 

4.00 

5.00 

6.00 

Listening Speaking Reading Writing 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

77 
 

The student’s priority skill of English needs by the eleventh-grade students of SMK 

Toraja Wisata is Speaking. It can be proved from the mean score gathered from the 15 items 

questionnaire; there are 12 items which speaking occupies priority 1, with average value: for 

questionnaire 1 until 6 with average values 4.50 was important, 4.70, 4.60, 4.50, 4.80 and 

4.75 were very important. In the questionnaire 7 and 8 speaking not occupy the first priority 

because listening and reading occupy the first priority with the average value of 4.70 was 

very important, and questionnaire 8 with average value 4.60 was very important. Then 

questionnaire 9 until 12 with average values 4.55 of 4.80, 4.70 were very important, and 4.10 

were important. Next questionnaire 13 speaking also not occupy the first priority because 

listening is occupied the first priority with the average value of 4.70 was very important. And 

the last questionnaire 14 and 15 speaking occupy the first priority with average values 4.90 

and 4.90 were very important classification. 

Therefore, from 15 items questionnaire, speaking occupy the first priority from 12 

items questionnaire were: 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, 14, and 15. And then listening 

occupies the first priority from 2 items were item 7 and 13. And the last reading occupies the 

first priority from 1 item was item 8.  

 

E. Conclusion 

Based on the findings and discussions of the previous chapter, the writer concluded 

that the student's priority skill of English needs by the eleventh-grade students at SMK Toraja 

Wisata is Speaking.  

 

 

 

 

 

 

 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

78 
 

REFERENCES 

Amiruddin, Wachid in http://makalah07.blogspot.co.id/2012/10/need-analysisgoal-and 

objectivematerials.html accessed, November 6. 2015 

Brindley, G.1984. Needs analysis and objective setting in the Adult Migrant Education 

Program. Sydney: NSW Adult Migrant Education Service. 

Gay, L. R. 2006. Educational research: Competencies for analysis & application (8th ed). 

New Jersey: Merril Prentice Hall. 

Geok Helen .2013. The four skills. Retrieved November 8, 2015 

http://www.slideshare.net/HelenYong/english-language-32336556  

Hutchinson, T and Waters,A 1987. English for specific purposes' A learning-centered 

approach’ New York: Cambridge University Press.  

Misuzu, M. and John  T. .2005.  Needs Analysis for Nursing Students Utilizing 

Questionnaires and interview. Kawasaki Journal of Medical Welfare  

Orwig, Carol J. 1999. Guidelines for a Language and Cultural Learning Program version 

3.5. www.lingualinklibrary.org.  

Pongsapan Nehru P. 2015. English For Specific Purposes’ English Education Department: 

Christian University of  Indonesia Toraja. 

Richard, Jack.2001.Curriculum Development In Language Teaching. USA; Cambridge 

University Press. 

Robinson, P. 1991. ESP Today: A practitioner's guide. Prentice Hall. UK: Prentice Hall 

International (UK) Ltd.  

Triyuana, Esti Kurniasari .2013. An Analysis of the  Learners’ Needs of  English For  

Specific  Purposes  At SMK Tri Guna  Bhakti  Surabaya’ 
http://ejournal.unesa.ac.id/index.php/retain/article/view/4216  

RETAIN | Vol 1, No 3, (2013) 

 

http://makalah07.blogspot.co.id/2012/10/need-analysisgoal-and%20objectivematerials.html
http://makalah07.blogspot.co.id/2012/10/need-analysisgoal-and%20objectivematerials.html
http://www.slideshare.net/HelenYong/english-language-32336556
http://www.lingualinklibrary.org/
http://ejournal.unesa.ac.id/index.php/retain/article/view/4216
http://ejournal.unesa.ac.id/index.php/retain/
http://ejournal.unesa.ac.id/index.php/jmtp/issue/view/326

