English Needs Analysis for Nutrition Students at POLTEKKES Pontianak: An Exploratory Research

Abstract

This exploratory study investigates the English language needs of nutrition undergraduates in Poltekkes Pontanak, focusing on academic reading, writing, and professional communication skills to inform an English for Specific Purposes (ESP) framework. In a globalized academic landscape, proficiency in English is essential for nutritionists to access international literature, collaborate internationally, and communicate findings effectively, yet Poltekkes Pontanak students often face challenges due to limited exposure to discipline-specific terminology and formats. Drawing from Hutchinson and Waters' (1987) learner-centered ESP framework, which emphasizes needs analysis to bridge general language competence with field-specific demands, this research employs a mixed-methods approach with 75 second-semester students from the Department of Nutrition and Dietetics, Faculty of Environmental Health Pontianak. Data collection included a self-designed Likert-scale questionnaire, semi-structured interviews, and focus groups, supplemented by document analysis of syllabi and textbooks, to identify gaps such as difficulties in comprehending scientific texts, structuring academic writing, and engaging in professional interactions. Quantitative analysis of frequency distributions yielded mean scores revealing high perceived needs: academic reading (3.32), writing (3.69), and professional communication (3.69), with qualitative thematic analysis highlighting "technical vocabulary struggles" and "confidence in oral interactions" as key themes. These findings underscore the urgency of tailored interventions, extending beyond classroom walls to foster globally competent professionals capable of contributing to public health initiatives. The study addresses two research questions integrating Nunan's (1987) systematic needs analysis and Swales' (1990) genre analysis, the research proposes a modular, cyclic framework prioritizing vocabulary building, critical reading, structured writing, and task-based communication activities, delivered via blended learning to enhance employability in nutrition and environmental health. Results demonstrate that English proficiency significantly limits performance (item 19 mean 3.88), with 72% of students agreeing it hinders coursework, emphasizing the need for context-specific adaptations in Indonesian higher education. This framework, validated through pilot testing, aims to transform generic instruction into targeted support, empowering students to navigate evidence-based fields like nutrition with precision and confidence, ultimately advancing interdisciplinary dialogues and global health contributions.