AN EXAMINATION OF NEEDS ANALYSIS IN DEVELOPING AN ESP

SYLLABUS FOR STUDENT PILOTS IN THE INDONESIAN AIRFORCE

By Minerva Daneya Utami

University of Hull

ABSTRAK
Bahasa Inggris adalah bahasa utama yang digunakan oleh personel penerbangan
untuk berkomunikasi satu sama lain, sehingga menjadi salah satu elemen inti keselamatan
penerbangan dalam penerbangan internasional baik dalam penerbangan sipil maupun
militer. Oleh karena itu, sangat penting bagi personel penerbangan untuk menguasai bahasa
Inggris secara komprehensif. Namun, bahasa Inggris bukanlah bahasa pertama untuk siswa
pilot militer Indonesia dan ada perbedaan besar antara dua bahasa yang dapat menyebabkan
banyak kesulitan dalam belajar bahasa Inggris. Menanggapi permasalahan tersebut,
penelitian ini bertujuan untuk menganalisis kebutuhan siswa pilot militer dalam kaitannya
dengan analisis kebutuhan yang ada dan hasil yang ditetapkan sebagai dasar untuk
merancang silabus berbasis ESP yang efektif. Penelitian ini menggunakan wawancara semi-
struktur dan analisis dokumen untuk mengumpulkan data. Wawancara dilakukan dengan tiga
pilot mahasiswa militer, dua pilot militer, dan dua pendidik penerbangan. Analisis dokumen
termasuk silabus yang saat ini digunakan di institusi militer dan persyaratan bahasa ICAO.
Kedalaman analisis kebutuhan militer dalam konteks studi ini tidak ditemukan sepenuhnya
memuaskan dan kurang dalam beberapa hal. Hal ini dapat dilihat di bidang-bidang seperti
kemahiran bahasa Inggris siswa yang tidak memenuhi kebutuhan target dalam tingkat
keterampilan komunikasi yang diperlukan, khususnya keterampilan berbicara dan
mendengarkan untuk pilot– dengan silabus saat ini tidak memuat enam poin utama dari
persyaratan bahasa ICAO yang siswa akan diuji pada akhir studi mereka. Oleh karena itu
beberapa rekomendasi dibuat dari penelitian ini, misalnya dalam hal identifikasi kebutuhan
pembelajaran yang disukai dalam mempekerjakan guru penutur asli, memiliki kegiatan kerja
kelompok yang berhubungan dengan konteks penerbangan profesional mereka, dan
menggunakan kombinasi bahan (internet dan buku teks). Selain itu, penting juga untuk
memberikan lebih banyak kesempatan evaluasi dan umpan balik kepada siswa karena dapat
membantu institusi untuk melihat efektivitas kursus, kekuatan dan kelemahannya (Perera-
Diltz, 2014).
ABSTRACT
English is the major language used by aviation personnel to communicate with each
other, thus becoming one of the core aviation safety elements in international aviation both in
civil and military aviation. It is therefore very important for aviation personnel to master
English comprehensively. However, English is not the first language for Indonesian military
pilot students and there is a huge difference between two languages which can cause many
difficulties in learning English. In response to this problem, this research aims to analyze the
military pilot students’ needs in relation to the existing needs analysis undertaken and
outcomes established as the basis to design an effective ESP-based syllabus. This research
used a semi-structure interview and document analysis to collect data. The interviews were
undertaken with three military students pilots, two military pilots, and two aviation educators.
The document analysis included the current syllabus that used in the military institution and
the ICAO language requirements. The depth of the military needs analysis in this study
context was not found to be entirely satisfactory and lacking in some respects. This could be
seen in areas such as the students’ English proficiency not meeting the target needs in the
level of required communication skills, particularly speaking and listening skills for pilot –
with the current syllabus not containing the six main points from ICAO language
requirements that students will be tested on at the end of their study. Hence several
recommendations were made from this research, for instance in terms of identified preferred-
learning needs in hiring the native-speaker teachers, having group work activities that relate to
their professional aviation context, and using a combination of materials (internet and
textbooks). Moreover, it is also important to give more evaluation and feedback opportunities
to the students as it can help the institution to see the effectiveness of the course, its strengths
and weaknesses (Perera-Diltz, 2014).

INTRODUCTION
As English is the major language used by aviation personnel to communicate with each
other, it has become one of the core aviation safety elements in international aviation. It is
therefore very important for aviation personnel to master English comprehensively, with
being both a professional and legal requirement in many contexts. The demand to be
proficient in English for all aviation personnel requires the institution to provide
curriculum related to a certain specific language in the aviation area. Therefore, the
syllabus is very important because it is the core of the teaching and learning process.
Hutchinson and Waters (Barbieri, 2014) define syllabus as the documents that say what
will the students studied. The syllabus provides a practical basis for assessment, textbooks,
and learning time division that would make the learning tasks manageable. The syllabus is
arranged based on the learning’s objectives that needed to be achieved. That is why the
arrangement of the syllabus is based on the students' needs.
English for Specific Purposes (ESP) course provides more effective study method
since all of the course material focused in one certain field. Aviation is one of the specific
areas in ESP that focuses on activities, learning, and teaching, languages needed in English
for flight industry. The ESP course aims to equip students with a certain level of English
language proficiency for situations where language will be used or target needs. Every
decision made in the design of language teaching programs in the context of ESP is
determined based on the needs of students to learn English. Thus, the ESP syllabus content
must be carefully prepared in terms of relevance and motivational potential for students.
An important consideration in syllabus design is related to what content should be
contained in the course and its order. In teaching general language, determining content is
related to a number of considerations, including considering disciplinary, professional, or
workplace needs (Basturkmen, 2012). However, in language for specific purposes such as
ESP, needs are usually given primary importance in determining course content. The
results of the needs analysis are used to suggest or revise student learning outcomes, or
objectives, for the language for specific purposes course or training initiatives and to
determine the content areas that will be contained in the course and the order in which they
will be covered. The purpose of the need analysis is not limited to evaluating the teaching
and learning process, but also evaluating the relationship between the teacher and students,
including attitudes, behaviors, and beliefs. By conducting need analysis, both the
institution and the teacher will be able to determine what should be implemented and
improved, and what should not. Thus, need analysis is the initial phase to develop, analyze,
assess, and evaluate ESP classes.
How course developers determine course content depends on the area of need
identified in the needs analysis, and also on views about language and language learning.
Course developers can arrange syllabus in one particular language feature that is
considered main. Feez (in Basturkmen, 2012) provides an example of the development of a
text-based syllabus which shows the view that languages occur as intact texts embedded in
the social context in which they arise and each individual learns language through working
with all texts. Based on this view, the text is the unit in which the syllabus is arranged. The
contents of the chosen syllabus are based on their relation to the needs of students and the
social context that students want to access (Basturkmen, 2012).
In Aviation English, as an ESP branch, pilots, air traffic controllers, and teams
operating on land will use and recognize specific expressions from their own fields, so
they will be able to communicate effectively in ways with their peers from another
country. The same situation is faced in the military field where professional soldiers must
know and master the military terminology used in branch specialization: land, navy, or air
force. With language skills or knowledge, they will have the possibility to communicate
with their international partners in various types of training, joint exercises, and
multinational missions (Likaj, 2015). Both in Civil and Military Aviation, the teaching
guidelines are designed by the International Civil Aviation Organization (ICAO). It reveals
that learning must focus on speaking, listening, and interactive skills. Therefore, to be able
to meet the demands of the language used in aviation, the English language training
institute needs a syllabus design that can meet the language standards set by ICAO.
The ICAO has the authority to establish that all air traffic controllers and pilots
must pass the operational level of English and they are required to speak English
frequently. Aviation English becomes an international language for the air travel industry
and Aviation English as a result of ESP in the air travel industry. This is an ESP course
design for students working in the aviation industry including military pilots who must be
proficient in English as one of their communication skills. The demand for proficiency in
English urges them to master English effectively and efficiently. That is why they need to
learn English that is focused or specialized in their field of work (Barbieri, 2014).
The use of English as a common language provides a big advantage in high-risk
situations where effective communication is a factor that supports the success of
operations, such as in aviation. General language is an important factor for flight safety in
situations where a number of planes have the same airspace. In radio communication,
shared language allows awareness of shared situations for different pilots and flight crews.
The ICAO regulations allow using languages other than English, by using local languages
in communication between air traffic controllers and pilots, because the language used
allows better communication to improve flight safety.
However, in situations where language is shared by only a few airspace dwellers,
for example when French pilots fly through Germany, the use of local languages can cause
a decrease in vigilance if the crew cannot understand the transmission exchanges around
them or instructions from the air traffic controllers are directed at them (Javid, 2015).
Therefore, regulations still recommend that English be used in cross-country flights.
English must be available at all airports and the route specified is used by international
flight services. For general flights, all the air traffic controllers stations must be able to use
English if requested by the aircraft. As such, standard common language will guarantee
better communication between controllers and pilots and should lead to increased
awareness of the situation and improved air safety (Estival, Farris, & Molesworth, 2016).
Since the aim of students in learning English is to communicate with other units in
the same aviation field, the instructor or lecturer must provide learning material related to a
particular language in the aviation field. That is why designing learning materials
specifically for English aviation is certainly very important for instructors. Nunan (in
Rochmawati, Mustaji, & Masitoh, 2017) revealed a number of key issues in the ESP
Curriculum Design: improvement in communication skills in the employment sector;
balance in the absorption of content, language, and common language; material design
suitable for groups of students of the same and different types; and development of
learning materials (Rochmawati, Mustaji, & Masitoh, 2017).
Since the first appearance of the term ESP in language education, the importance of
analyzing the need for ESP courses has also been stressed over time. While most research
on the analysis of English language needs is carried out in fields such as business,
medicine, law, engineering, hospitality, and tourism, there has not been much research on
the analysis of English language needs to be undertaken for the field of military personnel
 in general, especially in the air force. In this era of globalization, many countries have
participated in increasingly cooperative military operations to safeguard their national
security aimed at being able to face common threats and global threats such as terrorism or
other global threats (Park, 2015).
Just like the navy, the air force is a military branch that quite often does military
cooperation because the area of operations is not limited to the territory of a country. Thus,
the navy can face a variety of situations where they are asked to interact with foreigners
during their duties, and one of the factors that support the success of the operation is to
improve their English communication skills. Thus an analysis of the English language
needs of the Indonesian air force is needed in order to determine the information that can
support effective curriculum design for Indonesian air force education institutions and
relevant syllabi for ESP courses offered at relevant institutions (Park, 2015).
Based on the above problems, the purpose of this study is to examine the needs
analysis in developing an ESP syllabus for student pilots in the Indonesian Air Force. Thus,
the research questions include:
1. What kind of needs analysis process is undertaken in the design of an ESP syllabus for
student pilots in the Indonesian air force?
2. How effective is this needs analysis in helping design an appropriate syllabus, and
how might this process be improved upon in this context?

RESEARCH METHODS
Based on the approach and type of data used, this research uses a qualitative approach
that will produce descriptive data in the form of words. The data analyzed in this research are
descriptive and non-numeric. The purpose of this qualitative research is to gather information
about the existing problems, namely need analysis, at the time the research was conducted.
Therefore, this qualitative research aims to uncover the phenomenon in a subject that wants to
be studied in depth. By using qualitative research, this study will analyze the data need
analysis and ESP syllabus through subjective data collection with an inductive approach.
Qualitative research with this inductive approach will find out the needs analysis in the design
of an ESP syllabus and how this needs analysis in helping design an appropriate syllabus.
Next, this research was conducted at one of the Indonesian air force academies. The
researcher chose the site because the agency provided Aviation English learning programs for
air force pilots related to research issues, namely analysts for Aviation English requirements
and ESP syllabus for student pilots in the Indonesian air force. In connection with the focus of
the study, the group of participants involved in this study were Military pilot students,
military pilots and aviation educators in the Indonesian air force.
This study uses interviews, and document analysis to collect data. Data collected from
interviews is about analyzing the needs of ESP for student pilots in the Indonesian air force.
Then, needs analysis is also used to see the existing syllabus conditions. Triangulation of
interviews and document analysis becomes an important part of the data collection method
because the information from the two sources is used as a source of information in research to
find out how this needs analysis in helping design an appropriate syllabus.
In qualitative research, there are data collection procedures that produce open non-
numeric data which are then analyzed primarily by non-statistical methods. This qualitative
research included interview research that used transcript recording analyzed with qualitative
content analysis (Dörnyei, 2014). The qualitative method in this research will be conducted in
a semi- structured manner, in which the researcher follows the prepared interview guide,
which contains a list of questions, to be discussed closely with each person interviewed. A
well-controlled interview ensures that the person being interviewed can focus on the subject
area of the interview. This type of interview is appropriate when researchers are aware of
what is not understood and can arrange questions that will produce the answers needed. This
semi-structured interview aims to look for views on the research topic which is to find out the
level of Aviation English proficiency required by pilots in accordance with international
standards set by ICAO to reduce communication errors in Indonesian air force flight
operations, as well as the ESP syllabus used in learning.
In addition, this study also analyzes documents to find out what documents the
institution has to achieve the goals and objectives of teaching Aviation English subjects. In
addition, the analysis of this document also aims to find out how the ESP syllabus is compiled
by educational institutions and used in learning. Through document analysis, it will be known
how educational institutions compile the syllabus based on student needs based on
international standards set by ICAO. Thus, it will be known how this needs analysis in
helping design an appropriate syllabus within the scope of Aviation English for student pilots
in the Indonesian air force and international standards set by ICAO.
Data analysis in this study is carried out manually, because the method in this study is
descriptive research, with more of a description of the results of interviews and
documentation studies. Data analysis does not require a computer-assisted method, because
the data analyzed is non-numerical data. Thus, the data that has been obtained will be
analyzed qualitatively and described in descriptive form. In this study, data analysis by
manually arranging data sequences, organizing them into a pattern, category, and basic
description. This is done according to Miles and Huberman (1984), that there are three stages
in analyzing qualitative research data, namely data reduction, data display, and drawing
conclusions and verification.

RESEARCH FINDINGS AND DISCUSSION

A. Finding
1. The Findings of the Military Students’ Interview
a. The Demanding Skills the Students Prioritize to Improve

100% 100%

80%

40% 40%

Speaking Listening Reading Writing Vocabulary

Figure 1. The Demanding Skills the Students Prioritize to Improve

The figure above shows that all of the participants answered that they
wanted to improve speaking and listening skills. Four of five of them also said
that vocabulary is very important especially aviation vocabulary that will be used
in their field.

b. Media and Contents that should be focused on

Media; Combination of
16% Internet, books, etc
42%
Content; Activity in speaking and listening skills
Content; Vocabulary
42%
 Figure 2. Media and Contents that should be focused on

It can be seen from the figure 2 that the military pilot students said that the
media of learning can be from internet, dvd or other sources that can make the
learning activities more interesting. The participants also said that the contents
should be more related with their future work. The content should be related with
the real situations so they will have relevant knowledge about their work.

c. Suggestions for training course to improve English skills from the Students

Figure 3. Suggestions for training course to improve English skills from the
Students

As seen from the figure 3, three of five students (60%) responded to this
by asking the instructors to be more active in the classroom, giving more exercises
related to their work field, and also giving team-work activities that will help them
to communicate with others. To respond this issue, they said that it might be very
helpful for them to have native instructor. On the other side, the two of the
students (40%) suggested that the military institution provide more various
facilities for them to learn English in or outside the classroom. The use of various
facilities also can make the learning activities not boring for them also reduce
stress.

2. The Findings of the Military Pilots’ Interview

 a. The most used English skills and tasks to carry out using English: Based on
the participants’ experiences who were the military pilots. In the work field, the
speaking skill is mostly used in their jobs. This followed by the need of listening,
writing and reading skills.
b. Difficulties in English language use at work: The participants explained that the
writing skill is the least difficult skills, then reading skill is the second least
difficult. The reason behind this because they do not use those two skills too
much in their daily activities at work. In terms of the other two skills which are
speaking and listening skills, it was found that the participants difficulty are with
vocabulary, pronunciation, and fluency. They are still not able to respond
accurately and quickly enough. For listening skill, the participants said it is
difficult for them to get the information if other speaker have different accent with
them, also the vocabularies they were not familiar with.
c. Suggestions for the institution: In this part, all the military pilots gave an
important suggestion for the institution that are providing continuously test and
evaluation for the students, and getting know more vocabularies that related with
aviation used.

3. The Findings of Aviation Educators’ Interview

a. Levels of the students’ English in the classroom

70%
62%
60%

50%

40% 38%

30%

20%

10%

0%
GOODENGLISH NEEDMOREIMPROVEMENT

Figure 4. Levels of the students’ English in the classroom

As shown in the figure 4, eight of the students (62%) in the classroom

were good in English although they also need to improve their English and the
 other five students (38%) still need more improvement than others.

b. Specifying the course syllabus and material for the students

Based on the participants’ answers, the course syllabus and material for
the students were arranged by the military institution itself, and they work
together with the representatives of the military institution work with the
representatives from ministry of transportation, the Directorate General of Civil
Aviation. From their answers, they said that it will be much better if there is a
representative from ICAO to give more advices about what should be taught in
the course so the teaching and listening activity become more affective.

c. The students’ strengths and lacks

Beside speaking, listening is also important for pilot. Good listening
skill is needed in the aviation industry. This is because in flight activities,
communication between pilots and ATC is done through radio exchange using
radio telephones, which are operated by headsets, transmitters and transponders.
Voice messages carry almost all permits, advice and warnings and other related
information from land to air, and provide media where pilots usually respond to
the information. Meanwhile, according to the participants’ answers, the students
still lack on those important skills. As seen from their answers:

d. The importance of English language skills according to ICAO

The professional activities of pilots and air traffic controllers have
determined the need to act in special, complicated and dangerous flight
conditions, so that good communication skills are needed to avoid
miscommunication. The ability to communicate with ATC, co-pilot or other
crews requires pilot to have good communication skills.

e. Other knowledge/content that should be added in the course

Regarding with the questions about the content that should be added in
the course, the the participants responded to this questions.
 ICAO six main
points; pronunciation, structure, vocabulary, fluency, comprehension, and interactions.
40%
Evaluation
and Test 40%

Speaking and
Listening skills 20%

Figure 5. Other knowledge/content that should be added in the course

From the figure 5, it shows that the course should added the main six
points from ICAO and doing an evaluation/ test were the most important and
needed to be added in the course. Listening and speaking were also the two
important factor in communication but this was already in the course before.
The participants further explained: “…….But in the institution, we have to
more focus on those six points that I have mentioned (pronunciation,
structure, vocabulary, fluency, comprehension, and interaction), and I think
we have to really more focus on speaking and listening with a lot of practices.
I have to say that we need to give more testing and evaluating for the students
to see their progress every week…. .” The othes said:“Those six points, all
parts of the institutions have to pay more attention on those, the military pilots
students have to pass on level 4 of the language requirements from ICAO so I
think the institution can more focus on those points of course with the
agreement from the institution itself. I am improving the test and evaluation for
the students too, to really see their progress ”

d. The Findings from Document Analysis

1) The current English syllabus at the institution
In the interviews findings with the Aviation Educators, advanced
personnel requirements were seen to be a highly important aspect relating to
a relevant English language curriculum for the field of aviation. Based on the
current syllabus in the institution, there are four main English skills which
 are listening, speaking, reading and writing. On the other hand, there are still
some parts missing which could be a big problem such as the learning
outcomes was not stated and there were no specific material/content for the
main six points that will be tested for ICAO language proficiency
requirements namely pronunciation, structure, vocabulary, fluency, and
comprehension and interactions.

Picture 1. The current English syllabus at the institution

Picture 2. The current English syllabus at the institution

2) The English Language Proficiency Requirements proposed by the

International Civil Aviation Association (ICAO)
 Similarly with the interviews, affective communication is a central
key in the aviation field. ICAO has established strengthened language
proficiency requirements for radiotelephony communications (ICAO, 2004).
According to ICAO standards, to fulfil the required Language Proficiency
Requirements, license applicants or licensees must demonstrate in a manner
acceptable to the licensing authority, compliance with a holistic descriptor
and with ICAO Operational Levels (Level 4) from the ICAO Language
Proficiency Assessment Scale. As seen from the ICAO English language
proficiency, the pilot students have to have a good ability in six points;
pronunciation, structure, vocabulary, fluency, comprehension and
interactions.
Picture 3. The English Language Proficiency Requirements proposed by the

International Civil Aviation Association (ICAO)

B. Discussion
1. The needs analysis process that must be undertaken to design the ESP syllabus
for student pilots in the Indonesian air force
With regard to the research question, the discussions will be related with the
theories in the literature review. The result from all the participants’ interview were
related with one another. Firsly, the military students’ interview show that the
students still lack in communication especially speaking and listening skills. It is
supported with the results of the interview from the aviation educators said that the
students still lack in speaking and listening skills. It also proves that the students need
to improve those skills since the requirements from ICAO requires the students to
master pronunciation, structure, vocabulary, fluency, comprehension, and
interactions.
Moreover, it was also explained by the pilots who were the alumni from the
military institution that most of them still need an improvement communication skill
namely speaking and listening because these skills are the most frequent used in their
work. As stated by Javid (2015), speaking and listening are the two important factors
in communication because the students will be able to improve their pronunciation,
grammar and also to develop their understanding in communicate with others.
Furthermore, there were several findings on the learning needs from the students that
could improve the effectiveness of learning English such as the media and contents
that should be focused on, how long they have to study English, and also their
suggestions for the military institution.
To begin with, the students explained that the media of the learning can be a
combination from textbook, internet, dvd, or any other sources. This can relate to
Carter (2001) explains that the interesting media will help the learning activities in the
classroom more effectively and efficiently. For the content, it will be more helpful for
the students if the content is more related with their future work. The authentic
materials and fun relevant with the use of context, and real situation from aviation
subject can help the students in the learning activity (Harding cited in Maria, 2007).
The military students also have their suggestions for the institution to improve
their learning, for instance they say that the instructors could give them more team-
work activity, do a lot of practices and speak English during the learning and teaching
session. It is asserted by McCabe, Pantazidou, and Philips (2012) explain that the
students’ ability to work with their team members will influence their performance
and can obtain a teamwork skill which will be needed in their future. They also say
that it will be better if the institution give them more various facilities with the
sophisticated technology that can help them to learn English for aviation. Maria
(2007) explains that the technology can help the learners learn to be creative, develop
skills such as organizing information, interpreting language for a meaning, it also
provide up-to-date and authentic information where books may be out of date.
 From the results of the pilots’ and the aviation educators’ interview, it can be
seen there are several materials and contents that should be added in the course. The
pilots explained that it will be more effective if there are more activities for the
students and also conduct some evaluations and test for the students to really see their
progress. It is also supported with the aviation educators’ answers that the institution
with the educators conduct more evaluation and test for the students at least once in a
week. The purpose of the evaluation is to explain and confirm existing procedures, or
to obtain information that encourages innovation and change in teaching and learning.
Evaluation becomes a useful awareness-raising technique, where teacher will become
more aware of the teaching and learning practices in their classrooms and therefore
more able to introduce innovations effectively (Shi, 2018). It can be used to determine
the institution’s perceptions about the effectiveness of the course, its strengths and
weaknesses. Moreover, the content of the course also have to more focus on six main
points from ICAO language proficiency requirements that will be needed by the
students. As it can be seen in the current syllabus that there are still no specific
content about the main six points that learned by the students.

2. The effectiveness of the analysis needs in helping to design the right syllabus, and
its Improvement
In this research, the needs analysis can help the military institution to
determine the selection of materials and design an effective syllabus to achieve the
target situation. In developing an effective syllabus, analyzing the needs analysis is
very important because as Basturkman (2010) explains that the results of needs
analysis is used in refining and determining the method and also the content of ESP
course. The needs analysis also be very helpful to determine whether a program can
be implemented by finding out if a program design matches the goals and objectives
of students to learn languages that can be used in the military aviation context. As
stated by Javid (2015) the syllabus development process includes two parts, namely:
gathering all the information needed through needs analysis, and using theory to use
data that has been collected efficiently with the aim of producing or adapting the
appropriate material. According to the interviews results and analyzing the current
syllabus, two major problems were identified.
First, even though, the current syllabus has included all English skills such as
speaking, listening, reading and writing, the main six points from the ICAO language
 requirements have not been included. It is a big problem because the students need
learn all the main six points from the ICAO to pass at least level 4 of the ICAO test
language requirements. Second, in the interviews with the Aviation Educators and
analyzing the current syllabus, the learning outcome was not stated. Learning
outcome is one of the essential parts in developing an effective syllabus and achieving
the target situation. This finding was discreate with Scott (2011) explains that
learning outcomes as a clear goal of what learner is expected to be able to do, know
about the completion of a unit of study, and how they should be expected in
acheieving those outcomes. In the aviation context, the learning outcomes is useful
for the aviation educators to have clearer understanding on what they are trying to
achieve and help them in developing materials or teaching method for the students
(Çelik, 2018).
The learning outcomes relates to the effectiveness and efficiency of learning
regarding whether objectives set through needs analysis have been met. Moreover, the
learning outcomes is also useful for the students because it can improve the students’
motivation by knowing specific skills and knowledge they will achieve during the
course (Gibss & Simpson, 2004). If the learning of students has been maximized, or if
the resources have been used maximally and best, and if the methodology adopted by
the teacher is in accordance with the needs of students, thus ESP learning will help
the teacher in facilitating the students’ learning in achieving the target situation.

CONCLUSION
In undertaking the research and analyzing needs analysis in this stated context,
military students, military pilot and the aviation educators have been involved. The data from
military pilot students aimed to get what they need and want as military aviation students
(present needs). With the data from the military pilots (as the alumni of the military
institution) aiming to establish the required skills and conditions in the work field. The data
from the aviation educators aimed to get a perspective of English language requirements for
the air force pilot profession, a perspective on how Aviation English learning is based on the
syllabus, and how needs analysis in design and appropriate syllabus are in accordance with
established the ICAO standards to meet the target situation.
In this research, two kind of need analysis were undertaken namely target needs and
learning needs. Target needs are derived from the necessities, lacks, and wants of the students.
Learning needs are what students needs to do to achieve the target needs. From the results of
interviews and the document analysis (the current syllabus in the military institution and the
ICAO English language requirements), it can be conclude that there are six main points
comprising the ICAO Rating scale—pronunciation, structure, vocabulary, fluency,
comprehension, and interaction. These six main points are mentioned as “component skills”
(ICAO, Doc 9835) of the proficiency in speaking and listening skills. It is shown that the
students should be able to be at least in level 4 of the ICAO Rating Scale to pass the ICAO
language test and get the license.
In the current syllabus, the main six points from ICAO was not found, therefore,
concerning the contents, the main six points from ICAO should be added in the syllabus. It
will need more time for the students to reach the level 4 in all areas of ICAO English
language requirements since the students still lack in speaking and listening skills. This is
why the result of the participants’ interview showed that speaking and listening skills are the
demanding skills that they need and want to improve. Writing and reading were the two least
necessary skills. It is because these skills are less used and practiced for their job. The pilot
also have the same needs that those skills are the intense need in aviation communication.
From this, it can be concluded that the ICAO rating scale areas must be more concerned so
that the course for the military pilot students would be even more bound to the target situation
of the students.
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