A NEED ANALYSIS IN LEARNING ENGLISH FOR LAW STUDENTS

Ribka Angelita Siadari1,Cristina Geovani2

Universitas HKBP Nomensen Pematang Siantar

[email protected] , [email protected]

ABSTRACT
The study of English for law students, often termed Legal English, is an essential component
of legal education in non-English speaking countries. Mastery of Legal English is crucial for
law students as it enables them to engage effectively with a vast body of legal literature,
participate in international legal discourse, and practice law in global contexts. This research
aims to conduct a comprehensive needs analysis to identify the specific language
requirements of law students learning English. Needs analysis is a fundamental step in
designing effective language programs, as it helps educators understand the learners' needs,
preferences, and challenges. The study seeks to identify the gaps in existing Legal English
programs and propose improvements to better support the academic and professional goals of
law students. The perspectives and expectations of teachers and learners will form the basis
of this research, and the conclusions can assist practitioners involved in creating English for
Specific Purposes courses focusing on English for Law.

Keywords: Legal English,English For Spesific Puurpose,Need Analysis,Law Students

INTRODUCTION

The study of English for law students, often termed Legal English, is an essential component
of legal education in non-English speaking countries. Mastery of Legal English is crucial for
law students as it enables them to engage effectively with a vast body of legal literature,
participate in international legal discourse, and practice law in global contexts. The increasing
globalization of the legal profession necessitates a strong command of English, which serves
as the lingua franca of international law and commerce. Despite the recognized importance of
Legal English, many law students face significant challenges in acquiring the necessary
language skills. These challenges can include a lack of specialized vocabulary, difficulties in
understanding complex legal texts, and limited opportunities for practical application. As a
result, there is a pressing need to develop targeted educational strategies that address these
specific needs. This research aims to conduct a comprehensive needs analysis to identify the
specific language requirements of law students learning English. Needs analysis is a
fundamental step in designing effective language programs, as it helps educators understand
the learners' needs, preferences, and challenges. By focusing on law students, this study seeks
to identify the gaps in existing Legal English programs and propose improvements to better
support their academic and professional goals.
The content covered in English for Specific Purposes should prepare students for their future
careers. Since English is indispensable, students are automatically expected to be ready for a
period of globalization after completing the English course. for the period of globalization
after completing the English course. As a result, the information should be organized to suit
their needs and preferences. This can make it easier for teachers to impart knowledge or skills
to students. Teachers can also create an excellent learning process for students by using the
materials (Muharram, 2020). This implies that the effectiveness of ESP teaching and learning
process is determined by the materials. This is very important to study because ESP offers
students a learning experience that suits their needs and preferences in their future career.
Depending on their majors, the majority of colleges in Indonesia provide English for specific
purposes. This shows that one of the compulsory disciplines that college students have to take
is English. At the University of North Sumatra, particularly at the Faculty of Law, students
take an English course. The name of the course is Legal English (English Specific Purpose).
Therefore, the ultimate goal of this research is to provide guidelines for the creation of
English for Law for law students at the University of Simalungun by assessing their language
needs. There are two main objectives: (1) identifying the most pressing language and skill
components for students to master, and (2) identifying appropriate English content for
English for Law courses. The perspectives and expectations of teachers and learners will
form the basis of this research. The conclusions of this research can assist practitioners
involved in creating English for Specific Purposes courses focusing on English for Law.
LITERATURE REVIEW
English for Specific Purposes (ESP) is a branch of English language teaching that focuses on
meeting the specific needs and goals of learners in particular professional or academic fields.
Flowerdew and Peacock(2001) emphasize that ESP is an approach to language teaching in
which all decisions as to content and method are based on the learner's reason for learning.
They stress that the content of ESP courses should be determined by the specific needs of the
learners, which can be identified through a thorough needs analysis. ESP can be broadly
categorized into two main types, each serving distinct groups of learners with specific needs: English
for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Here is a brief overview
of each type:

1. English for Academic Purposes (EAP)

EAP focuses on helping students develop the English language skills needed to succeed
in academic settings. This includes:Academic Writing: Teaching students how to write
essays, research papers, theses, and dissertations. Reading Academic Texts: Developing
skills to understand and analyze academic articles, textbooks, and research papers.
Listening to Lectures: Training students to comprehend and take notes from academic
lectures and presentations. Academic Presentations: Helping students deliver effective
oral presentations in academic settings.Study Skills: Equipping students with strategies
for academic success, such as summarizing, paraphrasing, and referencing.

2. English for Occupational Purposes (EOP)

EOP is designed to meet the needs of professionals and individuals in specific job roles.
This includes: Business English: Focusing on language skills needed for business
communication, including writing emails, reports, and proposals, as well as conducting
meetings and negotiations. Legal English(Law): Preparing law students and professionals
to understand and use legal terminology, draft legal documents, and engage in legal
discussions. Medical English: Teaching healthcare professionals the language skills
necessary for patient communication, understanding medical texts, and writing medical
reports. Technical English: Helping engineers and technicians understand technical
manuals, write reports, and communicate effectively in technical environments. English
for Tourism: Training individuals in the tourism industry to interact with international
clients, write promotional materials, and conduct tours.
English for Specific Purposes (ESP) refers to teaching and learning English as a foreign or
second language, where the goal is to meet specific needs of the learners. In the context of
law, ESP is tailored to equip law students and professionals with the linguistic skills required
to function effectively in legal settings. As David Mellinkoff has noted, legal English
includes "distinctive words, meanings, phrases, and modes of expression" (The Language of
the Law, 1963). Unlike general English courses, ESP in law focuses on specialized
vocabulary, genres, and communication strategies used in the legal field. Swales' concept of
discourse communities is particularly relevant, as legal professionals belong to a distinct
discourse community with its own conventions and practices. Hence, ESP in law must be
tailored to reflect these unique characteristics, ensuring that learners are well-prepared to
engage in legal communication.
In the realm of legal practice, proficiency in English extends beyond general language skills
to encompass a specialized understanding tailored to the legal profession. English for Law
(EFL) focuses on developing the specific linguistic competencies necessary for legal
professionals to excel in their field.
 Legal Vocabulary: Mastery of legal terminology is crucial. Legal professionals must
understand and accurately use specialized terms related to various branches of law,
such as criminal, civil, and corporate law. This involves not only knowing the
definitions but also understanding their applications in different legal contexts.
 Legal Writing: Effective legal writing is a cornerstone of legal practice. Professionals
must be able to draft clear and precise legal documents, including contracts, briefs,
and memos. This requires a logical and coherent structure, the use of formal language,
and adherence to legal conventions.
 Reading Comprehension: Legal texts are often complex and dense. Lawyers must be
able to interpret and analyze statutes, case law, and legal opinions. This skill involves
identifying key points and relevant details, understanding the implications, and
applying the information to specific legal issues.
 Oral Communication: Articulating legal arguments clearly and persuasively is
essential in meetings, negotiations, and court proceedings. Legal professionals need to
engage in effective questioning and cross-examination, and present cases and legal
concepts to diverse audiences, including clients and judges.
 Listening Skills: Accurate comprehension of spoken legal English is vital. This
includes understanding spoken interactions in client meetings, courtroom hearings,
and negotiations, identifying nuances and implicit meanings, and responding
appropriately to spoken instructions and feedback.
 Research Skills: Conducting thorough legal research is fundamental to building strong
legal arguments. This involves using various resources, including online databases
and libraries, synthesizing information from multiple sources, and staying updated on
current legal developments.
 Critical Thinking: Analyzing and evaluating legal arguments critically is a key skill.
Legal professionals must identify logical fallacies and weaknesses in opposing
arguments and develop well-reasoned and persuasive legal strategies.

METHODOLOGY
In this study, the researcher used a qualitative qualitative study method with the case study
method as a research method. There are three types of case studies, namely descriptive,
evaluative, and interpretative (Cohen, 2005). This research uses a descriptive case study
method, which describes the needs analysis of Faculty of Law students in learning English.
The subjects in this study were students of the Legal Studies Program at the Faculty of Law,
University of Simalungun Pematang Siantar.The data collection technique in this research is
done by filling out the questionnaire that has been provided by the researcher.
Qualitative analysis is the technique used to analyze this data; it employs descriptive and
interpretive language. Three strategies are used in the analysis: data presentation, data
reduction, and data verification. After drawing conclusions from primary and secondary data
during the reduction stage, the researcher explains the analysis of the Law Study Program's
needs for English language learning and presents the data in a clear and descriptive manner
during the data presentation stage. The last step is data verification, when researchers use
primary and secondary data to conduct reliable and valid verification. Primary data, which
takes the form of questionnaires, is then descriptively examined to interpret research
respondents' responses.

RESULTS
In this section, we will present the findings from the survey conducted on 15 law students
regarding the use and importance of English in their daily academic activities. The findings
are organised in tables and narratives to provide a clear and comprehensive picture.
Frequency of English Usage
The following table shows how often the students use English in their academic activities:

Frequency of Use Number of respondents

Very Often 8

Often Enough 7

Occasionally 0

Seldom 0

Never 0

Most students (8 out of 15) use English very frequently in their academic activities, such as
reading literature, writing papers, and attending seminars. The rest (7 out of 15) use English
quite frequently, especially in group discussions and when attending lectures.
Most Important English Skills
The following are the English language skills that the respondents consider most important in
a legal context:

Skill Number of Reason

Respondence

Reading 7 Much legal literature is written in

english

Writing 6 Often creates essay,cause analyze

and legal documents

Speaking 2 Importan for presentation and

 argument

Listening 0 -

Reading and writing were the skills most frequently considered important, by 7 and 6
respondents respectively. Reading skills are considered important as much legal literature is
available in English, while writing skills are important for drafting legal documents and
essays.

The Easist and Difficult Part In Learning English

Category Number Of Reason
Respondents

Easiest:

Listening 8 Audio material is easier to

understand

Speaking 5 Everyday conversation is easier

than formal writing

The Most Difficult:

Writing 11 Request correct structure and

grammar

Reading 4 Complex legal text are often

difficult to understand

Writing is considered the most difficult part of learning English by 11 out of 15 respondents
because it requires correct structure and grammar. On the other hand, listening was
considered the easiest part by 8 respondents because audio material was easier to understand.
Products Made Using English
The following are products that are often made by respondents using English:
Product Number Of Respondents

Essay and papers 9

Journal /Article 6

Research report 5

Presentation 4

Legal Document and 2

Correspondence

Most students often write essays and papers (9 respondents), as well as journal articles (6
respondents) in English. This shows the importance of writing skills in a legal academic
context.
The Importance of Mastering Vocabulary and Grammar
All respondents (15 out of 15) agreed that mastery of vocabulary and grammar is very
important in a legal context to ensure accuracy and clarity of communication.

Specific Skills In English For A Feature Legal Career

Skills Number Of Respondents

Writting Legal Document 10

Public Speaking 5

Most students (10 out of 15) want to master the skills of writing legal documents, while the
rest (5 respondents) prioritize public speaking skills.
The Most Important Material To Study English For Law

Material Number Of Respondets

Legal Terminology 6

Case Analysis 5

Contract Writting 4

Legal terminology and case analysis were the materials considered most important by
respondents, with 6 and 5 respondents respectively. Contract writing was also considered
important by 4 respondents.

DISSCUSION
The need for learning English among law students at the University of Simalungun is driven
by the increasing globalization of the legal profession, which necessitates a strong command
of English. Legal English, a specialized form of English, is crucial for law students as it
enables them to engage with a vast body of legal literature, participate in international legal
discourse, and practice law in global contexts. Despite its importance, many law students face
challenges in acquiring the necessary language skills, such as a lack of specialized vocabulary
and difficulties in understanding complex legal texts. Therefore, there is a pressing need to
develop targeted educational strategies that address these specific needs.
A comprehensive needs analysis conducted in this study identifies the specific language
requirements of law students learning English at the University of Simalungun. This analysis
is fundamental in designing effective language programs, as it helps educators understand the
learners' needs, preferences, and challenges. The study highlights that reading and writing are
the most critical skills for law students, given the nature of legal literature and document
drafting. Moreover, mastery of legal terminology and the ability to conduct legal research are
essential competencies. The findings of this research can inform the creation of improved
English for Law courses, thereby better supporting the academic and professional goals of
law students.
CONCLUSIONS
This research aims to conduct a comprehensive needs analysis to identify the specific
language requirements of law students learning English. The key findings and conclusions
include the identification of critical language and skill components, such as mastery of
specialized legal vocabulary, proficiency in legal writing, strong reading comprehension
skills, effective oral communication skills, and competence in conducting legal research. The
appropriate English content for English for Law courses should incorporate authentic legal
materials, emphasize the development of specialized vocabulary and communication
strategies, provide opportunities for practical application, and integrate study skills to support
academic success. The findings of this research can assist practitioners involved in creating
English for Specific Purposes courses focusing on English for Law. By addressing the
identified language needs and preferences of law students, educational institutions can
develop more effective and tailored language programs that better support their academic and
professional goals.
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