[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-236052-105":53,"doc-detail-236052-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","a-needs-analysis-of-esp-for-fashion-design-students-at-an-indonesian-vocational-school-english-for-specific-purposes","A Needs Analysis of ESP for Fashion Design Students at an Indonesian Vocational School - English for Specific Purposes","","The research analyzes the English for Specific Purposes (ESP) learning needs of fashion design students in an Indonesian vocational school, with the goal of aligning English instruction to the practical and professional demands of the fashion industry. It identifies students’ perceived language needs, current competencies and difficulties, and preferences for ESP topics, materials, and learning methods. Using a descriptive qualitative approach, data were collected through questionnaires (32 students) and purposive interviews (8 students). Results show the importance of English alongside specific challenges in grammar, pronunciation, and speaking, as well as a high need for vocabulary, writing, and reading for product description and global fashion updates, supported by interactive and collaborative learning.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/a-needs-analysis-of-esp-for-fashion-design-students-at-an-indonesian-vocational-school-english-for-specific-purposes/236052/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/a-needs-analysis-of-esp-for-fashion-design-students-at-an-indonesian-vocational-school-english-for-specific-purposes/236052.png","ImageObject",442,249,{"name":88,"@type":89},"Melati","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-11","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",13,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the main purpose of the ESP needs analysis in this study?","Question",{"text":109,"@type":110},"To align English instruction with the practical and professional demands of the fashion field by identifying students’ perceived English needs, competencies, difficulties, and preferences for learning materials and methods.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How was the data collected for this descriptive qualitative study?",{"text":114,"@type":110},"Through questionnaires completed by 32 students and purposive interviews with 8 additional students.",{"name":116,"@type":107,"acceptedAnswer":117},"What learning challenges do students report despite recognizing English’s importance?",{"text":118,"@type":110},"They report difficulties in grammar, pronunciation, and speaking, and they lack opportunities to practice English outside the classroom.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},236052,1789102545,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":20,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":126,"read_time":47},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","A NEEDS ANALYSIS OF ESP FOR FASHION DESIGN STUDENTS ATAN INDONESIAN VOCATIONAL SCHOOL  \nArfiana Munir*1, Nirwana Darwis2, LD. Dian Hidayat3, Hasriati Nur4  \n1,2,3,4English Department, Faculty of Tarbiyah, Institut Agama Islam Negeri Bone, Indonesia  \nCorresponding email *: [arfianaamunir@gmail.com](arfianaamunir@gmail.com)  \nAbstract  \nThis research presents an analysis of the English for Specific Purposes (ESP) learning needs of fashion design students at an Indonesian vocational school , aiming to align English instruction with the practical and professional demands of the fashion field. The study aimed to identify the perceived English language needs, current competencies and difficulties, and students’ preferences for English topics, materials, and learning methods relevant to the fashion field. This research employed a descriptive qualitative method. The participants were thirty-two students who completed the questionnaires and eight students who were purposively selected for interviews. The researcher analyzed the ESP learning needs of the students by following Hutchinson and Waters' needs analysis, covering necessities (what learners need to know), lacks (what they do not yet know), and wants (what they prefer to learn) . The results demonstrated that students considered mastering English important for further study, future career development, and promoting their fashion products internationally.  \nDespite recognizing the importance of English, students reported challenges in grammar, pronunciation, and speaking. They also lacked opportunities to practice English outside the classroom.  \nVocabulary, writing, and reading were perceived as highly necessary, particularly for the purpose of describing products and staying up-to-date with global fashion trends. Students also showed a strong interest in English materials that support interpersonal communication and practical use, such as introductions, greetings, and procedural texts, alongside interactive and collaborative learning methods like group work and whole-class discussions. The findings of this study suggest the importance of developing more relevant ESP instruction that reflects real-world needs and meets students’expectations regarding ESP learning in the field of fashion design. Teachers are expected to develop lesson plans that support students’ language development for both academic and professional purposes.  \nKeywords: English for Specific Purposes, Fashion Design, Needs Analysis, Vocational  \nSchool  \nINTRODUCTION  \nIn today's globalized world, English has become the dominant language of international communication, especially in education, business, science, and technology (Rif’attullah & Putra, 2024; Saienko et al., 2024) . English is a foreign language that is learned after the mother tongue. In other words, the application and time allocation given will not exceed other learning appropriate to the major. Students will be enthusiastic about learning English as long as the learning does not go out of standard (Kuvandykova, 2024) . English is a language that has generally been used as a medium of communication with an international scope, which makes English a universally used language (Baugh & Cable, 1993) . To understand how English can be relevant and useful in specific educational settings, it is essential to consider not only the global importance of the language but also its specific application. Language functions vary significantly depending on context, purpose, and audience. While a language like English holds global significance for education, employment, and intercultural communication, its practical use must be adapted to particular fields, cultural contexts, and communicative goals to be truly effective (Gonçalves, 2020; Thu, 2023) .  \nEnglish for Specific Purposes (ESP) differs from more general language studies by emphasizing the intentional use of a particular language, or what Cummins (1982) calls\"context deduction\" language. These tend to","cbCaicZ4j5tMNleK","https://ap.wps.com/l/cbCaicZ4j5tMNleK","pdf",867408,"English","# INTRODUCTION\n# ABSTRACT\n# KEYWORDS","[{\"question\":\"What is the main purpose of the ESP needs analysis in this study?\",\"answer\":\"To align English instruction with the practical and professional demands of the fashion field by identifying students’ perceived English needs, competencies, difficulties, and preferences for learning materials and methods.\"},{\"question\":\"How was the data collected for this descriptive qualitative study?\",\"answer\":\"Through questionnaires completed by 32 students and purposive interviews with 8 additional students.\"},{\"question\":\"What learning challenges do students report despite recognizing English’s importance?\",\"answer\":\"They report difficulties in grammar, pronunciation, and speaking, and they lack opportunities to practice English outside the classroom.\"}]","A Needs Analysis of ESP for Fashion Design Students at an Indonesian Vocational School - English for Specific Purposes | PDF"]