





































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 6, No. 2, August 2023, pp. 95-108  

       https://doi.org/10.12928/eltej.v6i2.9111                 http://journal2.uad.ac.id/index.php/eltej/index          eltej@pbi.uad.ac.id  

Developing ESP learning materials for airport ground handling 

services students: A needs analysis 

Herida Panji Olivia Azhar a,1,*, Anita Nur Masyi’ah b,2  

a, b, Sekolah Tingggi Teknologi Kedirgantaraan, Bantul, DIY, Indonesia  
1 herida.panji@sttkd.ac.id *; 2anita.nur@sttkd.ac.id   

 

 

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 17 June 2023 

Revised 29 July 2023 

Accepted 8 August 2023 

 English for Specific Purposes (ESP) plays a pivotal role in enhancing the 
communicative competence of students preparing for careers. In order to 
develop the ESP learning materials for ground handling students, this 
study focuses on the needs analysis. The needs analysis will capture two 
aspects: 1) The participants’ perspectives on the development of ESP 
learning materials 2) the use of the English language by the airport 
ground handling crews. A mixed-method design was employed, 
incorporating surveys and interviews. The 397 participants involved 
students, instructors, and airport ground crews. Descriptive statistics 
were used to unveil the trends in the findings, and simultaneously, data 
reduction, data display, and drawing verification were used to delve into 
the participants perspectives. The validity and reliability of the survey 
questionnaire were tested, and member checking was used to justify the 
credibility of the qualitative findings. The findings provide valuable input 
for the development of ESP learning materials that are contextually 
relevant and aligned with the needs of airport ground handling services 
students. 

 

This is an open access article under the CC–BY-SA license.    

 

 
Keywords 

ESP 

Ground handling 

Needs analysis 

 

 

 

 

How to Cite: Azhar, H.P.O and Masyi’ah, A.N. (2023). Developing ESP learning materials for airport ground 
handling students: A needs analysis. English Language Teaching Educational Journal, 6(2), 95-108 
https://doi.org/10.12928/eltej.v6i2.9111  

1. Introduction  

Thousands of people passing through airports every day, and behind the process, there is an 
intricate network of professionals working to ensure the safe and efficient operation of the flights. One 
critical aspect of this operation is effective communication, which is essential for coordination. The 
standard language for communication in the aviation community is English. This is in line with ICAO 
(International Civil Aviation Organization) language proficiency guidelines (ICAO, 2009). According 
to the guidelines, the use of English is mandatory for communication between pilots and air traffic 
controllers in the flight operation. Other professions, such as cabin crews, mechanics, ground crews, 
and aviation security officers have less strict standards that vary according to company regulations. 

While ICAO may not mandate English proficiency for ground handling services, its importance 
cannot be overstated. Language skills are crucial for effective communication in ground handling 
services, especially in international airports (Cunningham & King, 2021). Muecklich et al. (2023) 
point out that miscommunication by ground crew in the airport operation can lead to incidents, 
although they do not cause death. However, they pose the airport operation to safety risks. 
Furthermore, Oreschko et al. (2011) emphasized that English mastery is one of the basic skills for 
ground handling crews. The ground crews also handle international passengers in the departure and 
arrival sections. According to the IATA (International Air Transport Association) Ground Operation 

https://doi.org/10.12928/eltej.v6i2.9111
http://journal2.uad.ac.id/index.php/eltej/index
mailto:eltej@pbi.uad.ac.id
mailto:herida.panji@sttkd.ac.id
mailto:2anita.nur@sttkd.ac.id
http://creativecommons.org/licenses/by-sa/4.0/
https://doi.org/10.12928/eltej.v6i2.9111
http://creativecommons.org/licenses/by-sa/4.0/
https://crossmark.crossref.org/dialog/?doi=10.12928/eltej.v6i2.9111&domain=pdf


96 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

Manuals (2021), ground handling encompasses positions such as passenger handling, baggage 
handling, and aircraft servicing. Therefore, being able to communicate in English is a part of the daily 
job description of these crews. 

Due to the importance of English language proficiency for ground handling crews, it is important 
to provide proper English training for the ground handling students. In Indonesian higher education, 
the status of English language teaching is considered ESP (English for Specific Purposes). The 
students learn English for academic purposes or vocational Purposes, depending on the nature of the 
study programs. ESP aims at developing students’ communicative competence for professional 
settings. Hutchinson and Waters (1987) explain that, in theory, there is no difference between ESP 
and general English teaching. However, there is ‘a great deal’ of difference in practice. In general 
English, the learning objectives are based on linguistic analyses. On the other hand, in ESP courses, 
the learning objectives are based on needs analyses.  

Woodrow (2018) describes the ‘typical characteristics’ of ESP and highlights that the learners and 
the learning purposes are what make ESP unique. ESP learners are commonly adults who already 
have some basic English mastery and have basic knowledge of their professional fields. Then, their 
learning goals are to obtain communicative competence to perform in their professional context. This 
implies that the needs analysis process is important in developing an ESP course. The result of the 
needs analysis is the basis to determine the learning goals and to consider the most appropriate method 
to teach the materials.  

Numerous studies have highlighted challenges in implementing ESP courses in higher education. 
Adi and Khotimah (2018) noted that faculty policies mandate ESP instructors to focus on preparing 
students for the English Proficiency Test at the University Language Center. This makes the 
instructors teach English for test preparation instead of actual practical communication skills. 
Moreover, at the institutional level, ESP courses are often conducted in large classes with inadequate 
teaching resources and insufficient faculty support. Gestanti et al. (2019) outline that such a situation 
makes the students exhibit low English proficiency levels, lack motivation, and tend to be passive 
learners. 

This situation also happens in STTKD (Sekolah Tinggi Teknologi Kedirgantaraan). The students 
of ground handling and airport operation concentration in the Air Transport Department show a low 
proficiency level. The report from the STTKD Language Center for 2021-2023 shows that the 
students’ English skills are relatively low. Less than 40% of the students pass the minimum test score 
set by the faculty. The test consists of listening, reading, and writing using the EnglishScore provided 
by the British Council. In addition to that, reports from the public relation and partnership division 
show that the stakeholders (airline and ground handling companies) reported that many students 
showed low English proficiency during on-the-job training. 

Considering the importance of the English language in the airport ground operation, it is important 
to provide the department with quality learning materials geared to the students’ learning needs. As 
Madya (2002) suggests, the availability of high-quality learning materials and authentic materials is 
among the ‘standards’ that contribute to the success of a language learning program. Well-designed 
learning materials help learners develop their language skills while also fostering learner engagement 
and motivation (Richards & Rodgers, 2010; Tomlinson, 2011). Thus, the availability of ESP learning 
materials for ground handling services students is expected to improve the quality of the teaching and 
learning processes. Eventually, this improves the students’ English proficiency levels. Furthermore, 
Woodrow (2018) states the importance of needs analysis in the development of successful ESP 
courses. The needs analysis makes the teaching and learning goals grounded in the target language 
used in professional settings. Therefore, the students in the classroom learn English not only through 
practicing structures and vocabulary but also through using them in meaningful contexts. 

In the ESP material for ground handling service students, Cutting (2012) has the most cited 
publication. He uses structural-functional analysis to identify the conversation used by ground crews. 
The result provides valuable insight into the functions used by the ground-handling crews. However, 
it is important to recognize that the findings of this study primarily focus on language analysis within 
the classroom context rather than representing the perspectives and experiences of the ground crews 
themselves. To develop ESP materials that truly meet the needs of airport ground handling students, 
it is essential to complement this linguistic analysis with a comprehensive understanding as perceived 
by the ground crews themselves.  



ISSN 2621-6485 English Language Teaching Educational Journal 97 
Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

Cahyani and Drajati (2017) explore communication problems and needs from a social engagement 
perspective. This offers valuable insights into the dynamics of communication within the context of 
airport ground handling. However, the study did not involve stakeholders from educational 
institutions, such as students, teachers, and campus management. Anthony (2018) states that each 
participant group should be invited to the needs analysis to ensure that the material development 
receives aid, resource allocation, and infrastructure support from the campus. 

Other attempts to improve English language teaching in aviation settings involve the development 
of ESP textbooks for pilots and air traffic controllers (Ellis & Gerighty, 2008; Emery & Roberts, 2010; 
Goodman, 2008; Shawcross, 2011) and English for flight attendants (Gerighty & Davis, 2011; 
Lansford & Ellis, 2010). The ESP materials for ground handling sectors seem to be under-researched. 
Considering this issue, this study attempts to develop ESP learning materials for ground handling 
students. 

To achieve this goal, this study uses the ESP course design proposed by Anthony (2018). The steps 
involve identifying needs, developing objectives, designing the materials, and evaluating the 
materials. Due to the time limitation, this study focuses its objectives on the first step of Anthony’s 
model, identifying needs. Anthony further states that identification of learning needs should explore 
the learners, lecturers, administrators, and people working in this field. With this in mind, this study 
focuses on identifying the participants’ perceptions on the development of ESP learning materials and 
the use of the English language in airport ground handling services. 

2. Method 

2.1. Research design 

This study employed a convergent mixed-methods design (Creswell & Clark, 2018), utilizing both 
quantitative and qualitative data. The advantage of using this design is that it does not matter which 
data has more weight. The goal is to get a broader understanding on the needs analysis. In addition to 
that, the design can be conducted in a relatively short time since the process of data collection follows 
similar timeline.  

2.2. Research participants 

The population involved students, English teachers, faculty members and administration, and 
ground crews at an international airport in Indonesia. To conduct the quantitative procedure, a census 
sampling technique was used since the number of the participants was relatively small. This means 
that all participants in the population were invited to join the study (Table 1). 

Table 1.  Research Participants 

Groups Population Sample Interview 
Students 116 students 116 students 10 students 
English lecturers 4 lecturers 4 lecturers 4 lecturers 
Faculty members 5 people 5 people 5 people 
Ground crews  272 people 272 people 10 people 
Total 397 participants 397 participants 29 participants 

 

To carry out the qualitative procedure, the participants were selected purposefully from the 
population groups. The parties invited for the interviews were 10 students, 4 English teachers in the 
college, 5 faculty members (head of the department, curriculum development coordinator, and three 
subject teachers), and 10 ground crews. The number of participants invited for the interviews are 29 
people.  

 

2.3. Data collection techniques 

1)  Questionnaire 

To collect the stakeholders’ perspectives and the practical use of the English language by ground 
handling crews, questionnaires were distributed to the participants. The questionnaire was developed 
using Anthony's (2018) guidelines for conducting the needs analysis. The first step in developing the 



98 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

questionnaire involved making the rubric. Table 2 shows the rubric of the questionnaire that breaks 
down the needs analysis into indicators. Then, the researchers developed the items for the 
questionnaire. Once the items were completed, the questionnaire was checked for double-barreled and 
confusing items. After that, the questionnaire was distributed to 30 people to be tested for validity and 
reliability. 

Table 2.  Rubrics of the Questionnaires 

Variable Sub Variables Indicators 

Needs analysis  

Perceived needs Needs, lacks, wants 

The use of English in the 
ground handling peration  

Skills 

 

The validity and reliability of the questionnaire were tested using Pearson correlation and Alpha 
Cronbach. The tests were to find evidence that the instrument measures what it tries to measure 
(Creswell & Clark, 2018). Table 3 shows the result of the validity testing, and Table 4 presents the 
result of the reliability testing. Of the 22 items tested using Pearson correlation, one item was not 
valid. Thus, the item was removed from the questionnaire. The valid items were used in the final draft 
of the questionnaire and distributed to the participants to obtain the research data. The outcomes of 
the reliability test indicate that the instrument used in this study can be deemed reliable. 

Table 3.  The Result of the validity analysis 

Items Correlation  Pearson R Status 
1 0.408 > 

0.374 

Valid 

2 0.505 > Valid 

3 0.478 > Valid 

4 0.556 > Valid 

5 0.429 > Valid 

6 0.501 > Valid 

7 0.553 > Valid 

8 0.564 > Valid 

9 0.380 > Valid 

10 0.786 > Valid 

11 0.644 > Valid 

12 0.538 > Valid 

13 0.478 > Valid 

14 0.398 > Valid 

15 0.414 > Valid 

16 0.600 > Valid 

17 0.390 > Valid 

18 0.550 > Valid 

19 0.491 > Valid 

20 0.397 > Valid 

21 0.276 < Not Valid 

22 0.452 > Valid 

 

Table 4.  Reliability Analysis 

Cronbach's Alpha 
Cronbach's Alpha Based 
on Standardized Items N of Items 

.964 .964 23 

 

2) Interview  

To collect the quantitative data, interviews were conducted with purposively selected participants. 
The interviews were semi-structured and allowed participants to provide more detailed information 



ISSN 2621-6485 English Language Teaching Educational Journal 99 
Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

about their perceptions. The interview with the students was conducted with five students at a time. 
This was employed to reduce their anxiety when having a face-to-face interview with the researchers. 
Then, for other participants, the interview was conducted individually. The rubrics of the interview 
guideline follow a similar pattern to the rubrics for the questionnaire. The researchers only change the 
statements into open-ended WH questions.   

Creswell and Clark (2018) state that the trustworthiness of the findings refers to the credibility and 
dependability of the results obtained from the qualitative procedure. Since it involves subjective 
interpretation and understanding of the phenomena, assessing trustworthiness is important. Credibility 
assesses whether the interpretations, conclusions, and claims made by the researchers are well-
grounded in the data. This was established through member checking by sharing the findings with 
participants to refine interpretations. Then, dependability was ensured by specifying the participants 
who represent a broad range of groups. 

 

2.4. Data analysis techniques 

The data collected from the survey were analyzed using descriptive statistics such as percentage 
and frequency. The qualitative data obtained from the interviews will be analyzed using the qualitative 
data analysis model from Miles et al. (2018). This analysis is intended to identify themes and patterns 
related to perceptions towards the development of ESP learning materials. The analysis involved data 
reduction, data display, and drawing verification. The results of the quantitative and qualitative data 
analyses were integrated to provide a comprehensive interpretation of the findings. 

3. Findings and Discussion 

3.1. New challenge to student engagement 

This study invited stakeholders in the ground handling sector, including students, ESP teachers, 
faculty members, and ground handling staffs from an international airport in Indonesia. Of all the 
questionnaires distributed, 76% (301) were completed. 96 (24%) questionnaires were not returned, so 
they were omitted from the data analysis. Despite this, the data were sufficient for analysis, as 
Cresswell and Clark (2018) state that the completion rate of a survey is at least above 50% of the 
target audience. Table 5 shows the composition of the respondents and the completion rate of the 
respective groups. 

Table 5.  Distributed questionnaires 

Category Sample Returned 
Ground handling students 116 students 92 (86%) 
English lecturers 4 lecturers 4 (100%) 
Faculty members and administrators 5 people 5 (100%) 
Ground crews at an international airport 272 crews 200 (73%) 

Total 397 participants 301 (76%) 

 

Following the distribution of the questionnaire, follow-up interviews were carried out with 29 
participants. The interviews served as a vital component of the study, allowing the researcher to gain 
deeper insights into the perspectives of these individuals. The interviews involved five participants 
from an aviation college in Yogyakarta. They are the heads of the departments, the coordinator of 
curriculum development, and three subject teachers in ground handling. Then, four ESP teachers and 
ten ground crews were invited to the interviews. Finally, ten students from the department were invited 
to give follow-up interviews.  

In this section, the findings will be presented and discussed, with a focus on answering the research 
questions. First, the findings and discussion cover the participants’ perceptions of their needs, lacks, 
and wants in relation to the development of ESP learning materials for ground handling students. 
Second, this part focuses on the practical application of the English language by individuals working 
in the ground handling company. By discussing these aspects, this study is expected to inform the 
creation of ESP materials. 



100 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

3.2 Perception on the needs to develop ESP learning materials for ground handling students 

Table 6 suggests that nearly half (49.5%) of the respondents agree that airport ground handling 
crews need English at work. A smaller percentage (30.2%) strongly agree with this statement, while 
a combined 20.3% (3.7% strongly disagree and 16.6% disagree) expressed some level of 
disagreement. The data indicates that the respondents generally see the importance of English 
language skills for airport ground handling crews, with a particularly strong consensus on the 
importance of English in item 1. However, in Statement 2, there is a notable percentage of respondents 
who expressed some level of disagreement regarding the necessity of English at work for these crews. 

Table 6.  The needs of the English skills at work 

No Items SD D A SA 
1 English is important for airport ground handling crews. 5.6%  2.3% 16.9% 75.1% 
2 The crews need English at work. 3.7% 16.6% 49.5% 30.2% 

 

The interview responses from the participants support the results by emphasizing that English 
language proficiency is an integral part of service excellence. Indonesia is popular as a tourist 
destination, which means that international airports are likely to have foreign passengers. The 
participants recognize that effective communication in English is a fundamental component for 
providing service excellent to passengers. They also said that foreign language skills are important in 
the travel and tourism industry. Thus, the skills are not just valuable for ground handling crews but a 
key competency in the larger industry landscape. 

This aligns with the broader understanding that effective communication is a cornerstone of 
excellent customer service in any industry (Solomon et al., 2019). Other studies have consistently 
highlighted the critical role that language proficiency plays in this context. For instance, Muecklich et 
al. (2023) demonstrated through their research that language-related incidents, although they are not 
related to life-and-death incidents, can lead to safety and security risks. Furthermore, Oreschko et al. 
(2011) emphasized that proficiency in English is among the standard skills for ground handling crews 
(Table 7). 

Table 7.  The indicator of the needs of the English skills at work 

No Item SD D A SA 
3 English is important for ground crews job promotion 3.7% 20.9% 32.6% 42.9% 

 

Item 3 relates to job promotion, and it also underscores the significance of English skills, with a 
notable percentage of the respondents expressing agreement. The interpretation remains coherent with 
the idea that English proficiency is considered important for various aspects of ground crews' work, 
including job promotion. The result of the interviews also shows that English is important for job 
promotion. Ground crews are at operator-level jobs and they may advance their careers at managerial 
levels. In such scenarios, a good command of English can be an important factor in securing 
promotions. (Ting et al., 2017) point out that candidates with English skills are preferred by employers 
when working for a company with international customers. 

Table 8.  The needs on specific materials 

No Items SD D A SA 
4 English for ground handling has different content from 

general English. 
2.3% 18.6% 33.2% 45.8% 

5 English learning materials for ground handling needs further 
development. 

5.3% 6.0% 24.3% 64.5% 

 

The next aspect is related to the needs of specific learning materials for ground-handling students. 
Table 8 suggests that a majority of respondents (45.8%) strongly agree that English for ground 
handling has different content from general English. Additionally, 33.2% of the respondents agree 
with this statement, indicating a significant consensus. Item 5 addresses the need for further 
development of the English learning materials specific to ground handling. This suggests that there 



ISSN 2621-6485 English Language Teaching Educational Journal 101 
Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

may be room for improvement in the resources available (Table 9). The needs for authentic learning 
materials. 

Table 9.  The needs for authentic materials 

No Items SD D A SA 
6 English learning materials for ground handling should be 

relevant to the real usage of English at work. 
5.0% 9.3% 

 
30.6% 

 
55.1% 

7 Such learning materials prepares students better in using 
English at work. 

5.0% 3.7% 
 

35.9% 
 

55.5% 

 

In table 9, a majority (55.1%) of the respondents strongly agree that the English learning materials 
for ground handling should be relevant to the real usage of English at work. Additionally, 30.6% of 
respondents agree with this statement, indicating a strong consensus on the importance of authentic 
learning materials. Then, 55.5% of respondents strongly agree that learning materials tailored to 
ground handling better prepare students for using English at work.  

Items 6 and 7 emphasize the importance of authentic learning materials. Respondents strongly 
support the idea that such materials are crucial for effective language learning. This aligns with the 
overall theme of tailoring English language skills to the specific needs of ground handling crews. 
Authentic materials have long been recognized as valuable tools for language learners (Iucu & Marin, 
2014). According to Richards & Rodgers (2010), authentic materials reflect the way language is used 
in real-world contexts. Utilizing authentic materials helps learners develop skills that are directly 
transferable to their practical, everyday needs. 

The result of the interview aligns with the data from items 6 and 7. Three themes emerge from the 
interview about the authentic materials. First, authentic materials are relevant and practical. It is 
relevant because the materials bridge the gap between classroom learning and real-life application. It 
is practical since the language skills taught in the classroom are directly applicable to their daily work. 
Second, it is efficient. The participants believed that focusing on job-specific language makes the 
training more efficient and effective. They state that ground handling students can benefit from 
language materials and training modules that address the common situations, terminology, and 
challenges they encounter in their roles. Third, it is cost-efficient. By focusing on what is actually 
needed on the job, resources for language training can be allocated more efficiently. It ensures that 
investments in language training yield a clearer return. 

However, Huong (2020) warns that, when using authentic materials, English teachers should focus 
on the pedagogical purposes of the materials. This is to ensure that the language training achieves the 
desired goals. In the same manner, Fitria (2022) suggests that English teachers need to consider the 
students’ language proficiency level. Some authentic materials can be adapted, so long as they help 
students achieve communicative competence. In this sense, English teachers need to remember that 
the students are learning plain English to communicate in aviation settings. They are not learning the 
content of aviation subjects. 

Table 10.  Availability and accessibility of the ESP learning materials for ground handling students 

 

Table 10 describes the results of the availability and accessibility of the ESP learning materials. 
Approximately 63.5% of respondents agree (A and SA) that English textbooks for ground handling 
are widely available, while about 39.2% of the participants disagree (D and SD). This suggests a 

No Items SD D A SA 
8 English for ground handling textbooks is widely available. 10.3% 28.9% 

 
34.6% 26.2% 

9 Online resources of English for ground handling are widely 
available. 

5.6% 14.3% 50.8% 
 

29.2% 

10 It is difficult to access resources of English for ground 
handling. 

8.3% 
 

20.6% 
 

54.5% 
 

16.6% 

11 I feel satisfied with the existing resources on English for 
ground handling. 

20.3% 
 

25.9% 
 

36.9% 
 

16.9% 



102 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

generally positive perception of the availability of textbooks. A similar trend is found in the 
availability of online resources for the ESP materials for ground handling students. There is a general 
agreement that both online and printed ESP learning materials are available. 

However, there is a mixed perception related to the ease of access to those materials, with a notable 
portion experiencing difficulty in accessing these resources. A total of 71.1% of the respondents (agree 
and strongly agree) perceived that accessing English resources for ground handling can be 
challenging. Then, although around half of the respondents feel satisfied with the existing resources, 
46.2% of them express the opposite. This indicates room for improvement in meeting the satisfaction 
levels of the participants with the current resources. 

The dissatisfaction might be related to meeting the specific language skills needed by ground 
crews. Adi and Khotimah (2018) reported similar findings. On the institutional level, ESP courses are 
held in large classes, and they lack faculty support. Their study found that the policy of the faculty 
makes the ESP instructors teach the students to pass the Proficiency Test. This made the instructors 
teach English for test preparation instead of teaching the language skills necessary for work. 

The result of the interview also supports the quantitative data. In general, the English teachers state 
that there are already a few textbooks about English for aviation. However, they believed that there 
was still a lot of room for development. They illustrate how they use separate sources and self-made 
learning materials. For example, for teaching grammar, they use separate English grammar books, 
like "English Grammar in Use" (Murphy & Klett, 2019). Then, they also use textbooks from other 
sources to address the different language skills. The current ESP learning materials used for ground 
handling students are predominantly self-generated. These resources primarily take the form of 
PowerPoint presentations and worksheets. 

The English teachers also mention some books like "English for Airline Professionals(Leo, 2017) 
and "General English for Aviation(Uemura, 2014) that are tailored to the specific needs of their ground 
handling students. However, they also pointed out that using these books in the classroom necessitates 
a substantial amount of adaptation. In fact, they indicated that the level of effort required to adapt and 
create supplementary materials is nearly equivalent to the effort required to develop materials from 
scratch. 

The next aspect delves into the participants' perspective on the preferred classroom activities for 
English for ground handling students. It seeks to understand whether the respondents are in agreement 
with specific classroom activities. By examining their level of agreement with activities such as pair-
work, students' presentations, role play/simulation, and group discussions, the researcher gains 
valuable insights into their preferences and expectations regarding the teaching methods used. 

 

Fig. 1. Preferred learning activities; Individual 

Overall, it seems that lecturing has mixed perceptions, with a substantial portion of 
respondents both agreeing and disagreeing with it. Figure 1 suggests that a significant 
percentage of the respondents (41.2%) (A and SA) perceived that lecturing is an effective 
teaching method. However, there is also a substantial portion (41.2%) (SD and D) that 



ISSN 2621-6485 English Language Teaching Educational Journal 103 
Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

disagrees with the effectiveness of traditional lecturing. Student presentations and individual 
works are generally viewed positively, with a majority of the respondents describing them 
as effective in the learning process.  

 

Fig. 2. Preferred learning activities; Pair/groups 

On the other hand, role play/simulation, pair-work, and discussions seem to have more positive 
responses (Figure 2). The majority of the respondents strongly agree with its effectiveness. Pair-works 
receive strong support from respondents; 89.4% of them choose strongly agree and agree. Only a 
small minority (10.7%) of them prefer to strongly disagree or disagree. It can be interpreted that the 
high level of agreement in activities like role play, simulation, and pair-work suggests that students 
are keen on interactive and practical activities in language learning. 

This preference aligns with the existing research, which underscores the effectiveness of 
communicative activities in enhancing students' speaking proficiency. Ali et al. (2019) This aligns 
with the present study's findings, which indicate that the participants perceived speaking skills as 
important skills for ground handling crews. Correspondingly, Liu and Wang (2023) state similar 
findings. In their survey, they found out that one of the strategies to reduce anxiety in the EFL 
classroom is to increase activities like role play and group work. 

The interviews revealed a valuable suggestion from the head of the department. He suggested a 
collaboration between English teachers and subject-specific instructors. This collaboration integrates 
language learning with the practical knowledge required for their field. From a different point of view, 
the teachers believed that they had done their best within the existing limitations. They acknowledge 
the need for improvement and maintain a belief in the potential for positive change. They wanted the 
backing and support of the campus management so that they could improve the English teaching and 
learning quality for the students. 

 

3.2. The practical use of English language by the ground handling crews 

The second part of the findings and discussion focuses on the practical use of English in an airport 
ground operation. The questionnaire is used to find out whether all four skills are used in an airport 
ground operation. Then, follow-up interviews were conducted to find out the practical use of each 
language skill. Overall, the participants agree that all four skills are necessary for ground handling 
crews, with an emphasis on speaking skills. Figure 3 shows that 87.4% of the participants reported 
using speaking skills in their work. Only a small percentage (12.6%, SD and D) express disagreement 
about using speaking skills. This suggests that speaking skills are not only important but are actively 
employed in their daily tasks. 

 



104 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

 

Fig. 3. Skills are necessary for ground handling crews 

 

In the follow-up interviews, the participants reported the practical use of English within the airport 
ground operation. English serves as a means of communication with foreign passengers and foreign 
airline crews. Beyond passenger and crew interactions, English language proficiency is used for 
comprehending aviation manuals and ground operation technical terms.   

1) Communication with foreign passengers 

The interview reveals that a number of positions provide occasional service to foreign passengers. 
The positions include check-in counter, passenger service assistant, gate service, information desk, 
and lost and found unit. In their respective capacities, the crews engage with foreign passengers, 
offering assistance, information, and support. For the ground crew at the check-in counter, some 
practical uses of the English language were identified from the interviews. These functions include 
greetings, asking for travel documents, explaining baggage allowance, explaining additional services 
and special requests, confirming flight schedules, and wishing a safe trip. The findings on the practical 
use of English to communicate with foreign passengers are in line with some studies (Cahyani & 
Drajati, 2017; Cutting, 2012). 

Second, an interview with Passenger Service Assistants (PSA) states the importance of engaging 
in small talk, particularly when assisting VIP (very important person) or CIP (commercially important 
person) passengers. This language function is meant for creating a welcoming environment for 
passengers of high status or those seeking personalized assistance. PSAs’ ability to engage in small 
talk and provide simple tour guides about the airport is expected to improve the overall passenger 
experience. 

Third, this study also uncovered the English language used by the gate agents at an international 
airport. Gate agents are responsible for conducting baggage sweeping at the departure gate. This task 
is conducted due to the increasing use of self-check-in services. The passengers using this service 
occasionally exceed the allowed baggage limits. The interviews revealed that gate agents often find 
themselves explaining baggage allowances and regulations to foreign passengers. This proactive 
approach to communication by gate agents contributes to the orderly boarding process and minimizes 
potential disruptions during pre-flight procedures. 

Fourth, the findings also highlighted the language used by staff at the information desk. They rely 
on English language skills to perform a range of language functions, including those identified at the 
check-in counter, Passenger Service Assistant (PSA), and gate agent roles. Additionally, the staff is 
frequently asked about directions and helping passengers navigate the airport's complex layout, find 
amenities, and find departure gates. 

Last but not least, the lost and found staff reported that they used English less frequently than other 
positions mentioned above. This is due to property irregularities; passengers lose or damage baggage, 
which rarely happens. They reported that sometimes, when this happens, they need English to inquire 
about passengers' basic information, including their names and addresses in Indonesia. Moreover, Lost 
and Found staff members need English to clearly describe the compensation procedures for damaged 
or lost baggage. This involves explaining the necessary documentation, timelines, and relevant 
policies. 

 



ISSN 2621-6485 English Language Teaching Educational Journal 105 
Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

2) Pronunciation of the technical terms in aviation 
In Indonesia, local ground crews occasionally need to communicate with foreign airline crews. 

The participants suggest that being able to pronounce standard technical aviation terms is important 
to avoid miscommunication. Proficient pronunciation of these specialized terms is important to 
establish clarity and precision in communication with foreign airline crews. The respondent stated that 
the ability to articulate these technical terms not only facilitates clear communication but also 
contributes to the overall safety and efficiency of airport operations. The technical terms involve 
places at the airports, documents in flight, items and equipment used by ground crews, and general 
procedures for airport operation. The respondents suggest that English training materials should at 
least contain the practice of standard pronunciation for those terms. 

According to the interview with the English teachers and faculty members, they share similar 
points of view. The English teachers and faculty members suggest joint efforts between English 
teachers and subject teachers in the preparation of instructional materials. The English teachers can 
receive invaluable assistance from the subject teachers about guidance and resources for these 
specialized aviation terms. On the other hand, the English teachers can help the students with the 
pronunciation aspects. Within the collaboration, the vocabulary can be taught in context. 

Although less frequently used, some of the participants reported that they needed English to 
understand the manuals for equipment at work. Proficiency in English is essential, as many of these 
manuals are available in English. These manuals include equipment operation manuals, baggage 
handling manuals, and aircraft handling manuals. For operation manuals, especially at the airside 
operation, they use equipment such as baggage conveyors, tugs, push-back tractors, an airbridge, and 
a baggage cart. Manuals for these machines explain their operation, maintenance, and safety features. 
The respondent reports other manuals related to baggage handling. They contain information on 
procedures for baggage sorting, loading, and unloading. 

However, the participants, especially the ground handling crew, state that while English 
proficiency is essential, it may vary depending on the airports and airlines. Some airports may provide 
testing to ensure that ground handling personnel meet the necessary language proficiency standards. 
Other airports and airlines may require a lower level of English proficiency. However, they claimed 
that anyone who applies for a ground handling position at an international airline is more likely to 
encounter a higher standard of English language requirements. 

The English teachers and faculty members, on the other hand, feel that the English language 
curriculum (syllabus) does not cover the reading manuals. The faculty members claimed that most 
students, although they are senior high school graduates, have varied levels of English proficiency 
(mostly low). Due to the students’ proficiency levels, the teachers state that it is better to focus on the 
very basic needs of the ground-handling students. The teachers remark that they should at least be able 
to do the routine task of handling foreign passengers. More importantly, they are at least able to 
pronounce the technical terms related to their job correctly. 

4. Conclusion 

The development of ESP learning materials for ground handling services students is a multifaceted 
endeavor that requires a profound understanding of their needs. The researchers hoped that the insights 
generated from this research would serve as a foundation for the creation of ESP materials that are 
pedagogically sound and responsive to the needs of the parties involved. This study is expected to be 
a catalyst for further research and development in the field of ESP materials, fostering ongoing 
improvements in the education and training of ground handling students within the aviation industry 

Acknowledgment 

We would like to express our heartfelt gratitude to STTKD Yogyakarta for their invaluable support 
and cooperation throughout the course of this research study. Without their generous assistance and 
unwavering commitment to education and research, this study would not have been possible. 

We extend our sincere appreciation to all the participants who willingly shared their time, insights, 
and expertise. Their active involvement and contributions have been instrumental in shaping the 
outcomes of this research. Their dedication to improving the field of English for Specific Purposes 
(ESP) learning materials for ground handling students has been truly commendable. 



106 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

Declarations 

Author contribution : Herida Panji Olivia Azhar was responsible for the entire research 

project. He led the writing of the manuscript and the collaboration 

with the second author. Anita Nur Masyi’ah participated in the data 

collection and analysis. She helped type the manuscript. Both 

authors approved the final manuscript. 

Funding statement : This research is funded by the The Ministry of Education, Culture, 

Research, and Technology (Penelitian Dosen Pemula) with the 

contract no. 042.6/LL5-INT/AL.04/2023).  

Conflict of interest : Both authors declare that they have no competing interests. 

Ethics declaration 

 

 

 

 

 

Additional 
information 

: We as authors acknowledge that this work has been written based on 
ethical research that conforms with the regulations of our university 
and that we have obtained permission from the relevant institute 
when collecting data. 
  
We support The Journal of Silence Studies in Education (JSSE) in 
maintaining high standards of personal conduct, practicing honesty 
in all our professional practices and endeavors. 
 
No additional information is available for this paper. 

 

 

REFERENCES 

Adi, S., & Khotimah, K. (2018). Challenges of a non English education graduate in teaching ESP: A 
case study in State University of Surabaya. 

Ali, S., Al-Garni, & Hamed, A. (2019). The effect of using communicative language teaching 
activities on EFL students’ speaking skills at the University of Jeddah. English Language 
Teaching, 12, 72–86.  
http://dx.doi.org/10.5539/elt.v12n6p72 

Anthony, L. (2018). Introducing English for Specific Purposes. Routledge. 

Association, I. A. T. (2021). IATA Ground Operations Manual (IGOM). International Air Transport 
Association. https://books.google.co.id/bsooks?id=4wBLzgEACAAJ 

Cahyani, A. P., & Drajati, N. A. (2017). English communication problems and needs from social 
engagement perspective as experienced by airport passenger-
handlers.https://api.semanticscholar.org/CorpusID:115503859 

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research 
(Third Edition). SAGE. 

Cunningham, U., & King, J. (2021). Information, education, and language policy in the linguistic 
landscape of an international airport in New Zealand. 
http://dx.doi.org/10.5040/9781350125391.ch-005 

Cutting, J. (2012). English for airport ground staff. English for Specific Purposes, 31(1), 3–13. 
http://dx.doi.org/10.1016/j.esp.2011.06.002  

Ellis, S., & Gerighty, T. (2008). English for aviation for pilots and air traffic controllers. Oxford 
University Press. 

http://dx.doi.org/10.5539/elt.v12n6p72
http://dx.doi.org/10.5040/9781350125391.ch-005
http://dx.doi.org/10.1016/j.esp.2011.06.002


ISSN 2621-6485 English Language Teaching Educational Journal 107 
Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

Emery, H., & Roberts, A. (2010). English for Specific Purposes. Check your aviation English. 
Student’s Book: For ICAO Compliance. Hueber Verlag GmbH. 
https://books.google.co.id/books?id=MMheSwAACAAJ  

Fitria, T.N.  (2022). Using authentic material and created material (teacher-made) for English 
Language Teaching (ELT): Benefits and limitations. JADEs Journal of Academia in English 
Education, 3, 117–140. http://dx.doi.org/10.32505/jades.v3i2.4674 

Gerighty, T., & Davis, S. (2011). English for cabin crew. Cengage Learning. 

Gestanti, R., Nimasari, E., & Mufanti, R. (2019). ESP issue in Indonesian tertiary context: What 
students need in learning English. PUPIL: International Journal of Teaching, Education and 
Learning, 3, 98–117. http://dx.doi.org/10.20319/pijtel.2019.31.98117  

Goodman, R. (Ed.). (2008). Aviation English. student’s book / with Ruth Goodman (1. publ). 
Macmillan Education. 

Huong, D. (2020). Teachers’ and students’ perspectives on using authentic materials in teaching 
English at Hanoi University of Home Affairs. International Journal of Scientific and Research 
Publications (IJSRP), 10, 683–688. http://dx.doi.org/10.29322/IJSRP.10.07.2020.p10375  

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. 
Cambridge University Press. http://dx.doi.org/10.1177/003368828701800207 

ICAO. (2009.). Guidelines for aviation English training programmes. International Civil Aviation 
Organization. 

Iucu, R. B., & Marin, E. (2014). Authentic learning in adult education. Procedia - Social and 
Behavioral Sciences, 142, 410–415. http://dx.doi.org/10.1016/j.sbspro.2014.07.702  

Lansford, L., & Ellis, S. (2010). Express series English for cabin crew: A short, specialist English 
course. Oxford University Press. 

Leo, S. (2017). English for professional airline services. Gramedia Pustaka Utama. 
https://books.google.co.id/books?id=Jd88DwAAQBAJ  

Liu, Y., & Wang, J. (2023). Strategies for reducing EFL learners’ foreign language anxiety in online 
classes: Investigating teachers’ teaching credentials and experience. Heliyon, 9(7), e17579. 
http://dx.doi.org/10.1016/j.heliyon.2023.e17579  

Madya, S. (2002). Devloping standard for EFL in Indonesia as part of the EFL teaching eeform. 
TEFLIN Journal, 13(2), 142–151. http://dx.doi.org/10.15639/teflinjournal.v13i2/142-151  

Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative data analysis: A methods 
sourcebook. SAGE Publications. https://books.google.co.id/books?id=fjh2DwAAQBAJ  

Muecklich, N., Sikora, I., Paraskevas, A., & Padhra, A. (2023). The role of human factors in aviation 
ground operation-related accidents/incidents: A human error analysis approach. 13. 
http://dx.doi.org/10.1016/j.treng.2023.100184  

Murphy, R., & Klett, L. bei. (2019). English grammar in use: A self-study reference and practice 
book for intermediate learners of English: With answers and ebook. Cambridge University 
Press. https://books.google.co.id/books?id=Ih-4wAEACAAJ 

Oreschko, B., Schultz, M., & Fricke, H. (2011, January). Skill analysis of ground handling staff and 
delay impacts for turnaround modeling. https://doi.org/10.3233/978-1-60750-812-0-310  

Richards, J. C., & Rodgers, T. S. (2010). Approaches and methods in language teaching (2nd ed.). 
Cambridge University Press. 

Shawcross, P. (2011). Flightpath: Aviation English for pilots and ATCOs student’s book with audio 
CDs (3) and DVD. Cambridge University Press. 
https://books.google.co.id/books?id=Yd4gFHYFtNgC  

https://books.google.co.id/books?id=MMheSwAACAAJ
http://dx.doi.org/10.32505/jades.v3i2.4674
http://dx.doi.org/10.20319/pijtel.2019.31.98117
http://dx.doi.org/10.29322/IJSRP.10.07.2020.p10375
http://dx.doi.org/10.1177/003368828701800207
http://dx.doi.org/10.1016/j.sbspro.2014.07.702
https://books.google.co.id/books?id=Jd88DwAAQBAJ
http://dx.doi.org/10.1016/j.heliyon.2023.e17579
http://dx.doi.org/10.15639/teflinjournal.v13i2/142-151
https://books.google.co.id/books?id=fjh2DwAAQBAJ
http://dx.doi.org/10.1016/j.treng.2023.100184
https://doi.org/10.3233/978-1-60750-812-0-310
https://books.google.co.id/books?id=Yd4gFHYFtNgC


108 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 2, August 2023, pp. 95-108 

 Azhar, H.P.O & Masyi’ah, A.N. (Developing ESP learning materials for airport ground handling students…) 

Solomon, M., Askegaard, S., Hogg, M. K., & Bamossy, G. J. (2019). Consumer behaviour; European 
perspectives. Pearson Education. 

Ting, S.-H., Marzuki, E., Chuah, K.-M., Misieng, J., & Jerome, C. (2017). Employers’ views on 
importance of English proficiency and communication skill for employability in Malaysia. 
Indonesian Journal of Applied Linguistics, 7, 77. http://dx.doi.org/10.17509/ijal.v7i2.8132  

Tomlinson, B. (Ed.). (2011). Materials development in language teaching (2nd ed). Cambridge 
University Press. 

Uemura, C. (2014). General English for Aviation: Pilots, cabin crew, ground ctaff, and air traffic 
controller. Cengage Learning. https://books.google.co.id/books?id=HOGNzgEACAAJ  

Woodrow, L. (2018). Introducing course design and English for specific purposes (First edition). 
Routledge, Taylor & Francis Group 

http://dx.doi.org/10.17509/ijal.v7i2.8132
https://books.google.co.id/books?id=HOGNzgEACAAJ

	1. Introduction
	2. Method
	2.1. Research design
	2.2. Research participants
	1)  Questionnaire
	2) Interview


	3. Findings and Discussion
	3.1. New challenge to student engagement
	3.2 Perception on the needs to develop ESP learning materials for ground handling students
	1) Communication with foreign passengers
	2) Pronunciation of the technical terms in aviation


	4. Conclusion
	Declarations


