A Need Analysis of English Course for Agriculture Department Students
DOI:
https://doi.org/10.31958/jt.v26i1.7897Keywords:
Need Analysis, English Course, Agriculture Students, PolytechnicAbstract
The process of doing a needs analysis becomes essential since it gives instructional designers the chance to create learning materials that will actually benefit the target audiences. The present study aimed at scrutinizing the studentsÔÇÖ needs to develop an English course for agriculture students in Indonesian vocational higher education or polytechnic. The researchers try to bring novelty in the present study by considering CEFR framework as a standard for describing and determining the level of ability or proficiency. Convergent parallel mixed methods design was employed in the current study. The data were obtained from questionnaires, interviews and focused group discussion. The questionnaire was distributed to the agriculture department students, employing a stratified random sampling method. In addition, the interview and focused group discussion were done with the coordinators of study program, the Head of Quality Assurance, lecturers who taught Intermediate English Course, and industry partners as well. The data collected from questionnaires, interview, and focused group discussion were then analyzed using side-by-side comparison. The results disclosed that the language skill considered the most important for the agriculture department students is speaking skill since it has a great impact on studentsÔÇÖ academic, social and professional development. In other words, the agriculture department students require a learning process that emphasizes practice over theory. Furthermore, to make classroom activities more exciting, they desire the learning process that is blended with games. As a result, this study also provides implications for course designers to develop English materials that reflect comprehensive needs of the students.
 
References
Akyel, A. S., & Ozek, Y. (2010). A language needs analysis research at an English medium university in Turkey. Procedia Social and Behavioral Sciences, 2(2), 969–975.
Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256.
Alonazi, S. M. (2017). The role of teachers in promoting learner autonomy in secondary schools in Saudi Arabia. English Language Teaching, 10(7), 183-202.
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144.
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16.
Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment-companion volume. Strasbourg: Council of Europe Publishing.
Creswell, J, W., & Creswell, J, D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed). Los Angeles: Sage publications.
Dincer, A. (2017). EFL learners’ beliefs about speaking English and being a good speaker: A metaphor analysis. Universal Journal of Educational Research, 5(1), 104-112.
Ekayati, R., Manurung, I. D., & Yenni, E. (2020). Need analysis of ESP for non-English study program. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(2), 322-332.
Hajar, I., & Triastuti, A. (2021). A need analysis of ESP materials for agriculture students at Indonesian vocational school in West Sulawesi. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 13-26.
Hammar Chiriac, E. (2014). Group work as an incentive for learning–students’ experiences of group work. Frontiers in psychology, 5, 558.
Hayward, C., Simpson, L., & Wood, L. (2004). Still left out in the cold: Problematising participatory research and development. Sociologia Ruralis, 44(1), 95-108.
Joynes, C., Rossignoli, S., & Fenyiwa Amonoo-Kuofi, E. (2019). 21st century skills: Evidence of issues in definition, demand and delivery for development context (K4D helpdesk report). Brighton: Institute of Development Studies. Retrieved from https://hdl.handle.net/20.500.12413/14674 (Accessed May 3, 2022).
Junaidi, A., Wulandari, W., Arifin, S., Soetanto, H., Kusumawardani, S. S., Wastutiningsih, S. P., … Jobih. (2020). Buku panduan penyusunan kurikulum pendidikan tinggi di era industri 4.0 untuk mendukung merdeka belajar-kampus merdeka. Jakarta: Direktorat Pembelajaran dan Kemahasiswaan, Direktorat Jenderal Pendidikan Tinggi, Kementerian Pendidikan dan Kebudayaan.
Khan, H. A. L. I. (2007). A needs analysis of Pakistani state boarding schools secondary level students for adoption of communicative language teaching. (Unpublished Master’s Dissertation). The School of Arts & Education of Middlesex University, London.
Kim, H. H. (2013). Needs analysis for English for specific purpose course development for engineering students in Korea. International Journal of Multimedia and Ubiquitous Engineering, 8(6), 279-288.
Mahbub, M. A. (2018). English teaching in vocational high school: a need analysis. JEELS (Journal of English Education and Linguistics Studies), 5(2), 229-258.
Miqawati, A. H., Wijayanti, F., & Ismailia, T. (2023). Adopting CEFR for English language Learning in Indonesia to support 21st Century Skills. In Proceedings of the 3rd International Conference on Social Science, Humanity and Public Health, ICoSHIP 2022, 05-06 November 2022, Banyuwangi, East Java, Indonesia: ICoSHIP 2022 (p. 105). European Alliance for Innovation.
O. Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and evolution, 9(1), 20-32.
Padmavathi, G. (2013). English teaching and learning in the digital era. International Journal of Modern Engineering Research, 3(1), 116-118.
Parnawati, T. A., & Ulinuha, A. (2019). English at Higher Education Level: A need analysis. Premise: Journal of English Education and Applied Linguistics, 8(2), 226-240.
Poedjiastutie, D., & Oliver, R. (2017). English learning needs of ESP learners: Exploring stakeholder perceptions at an Indonesian University. Teflin Journal, 28(1), 1-21.
Pranoto, B. E., & Suprayogi, S. (2020). A need analysis of ESP for physical education students in Indonesia. Premise: Journal of English Education, 9(1), 94-110.
Putri, A. A. F., Putri, A. F., Andriningrum, H., Rofiah, S. K., & Gunawan, I. (2019). Teacher function in class: A literature review. In 5th International Conference on Education and Technology (ICET 2019) (pp. 5-9). Atlantis Press.
Rose, C., & Nicholl, M. J. (2021). Revolusi belajar accelerated learning for the 21st century. Bandung: Nuansa Cendekia.
Rumeser, D., & Emsley, M. (2019). Can serious games improve project management decision making under complexity?. Project Management Journal, 50(1), 23-39.
Sari, Y. I. H., Wienanda, W. K., & Nugraheni, N. E. (2020). Needs analysis to develop teaching materials at Vocational College UGM. Jurnal Pendidikan Vokasi, 10(2), 138-149.
Septiana, I., Petrus, I., & Inderawati, R. (2020). Needs analysis-based English syllabus for computer science students of Bina Darma University. English Review: Journal of English Education, 8(2), 299-310.
Septikasari, R., & Frasandy, R. N. (2018). Keterampilan 4C abad 21 dalam pembelajaran pendidikan dasar. Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar, 8(2), 107-117.
Siahaan, B. L. (2019). Effect of group work strategy to the speaking achievement of second semester students of English study program at University of HKBP Nommensen Pematangsiantar. JETAFL (Journal of English Teaching as a Foreign Language), 5(1), 49-61.
Subakti, H., Chamidah D., Siregar, R. S., Saputro., A. N. C., Recard, M., Nurtanto, M., … Sitopu, J. W. (2021). Metodologi penelitian pendidikan. Medan: Yayasan Kita Menulis.
Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D. Bandung: Alfabeta
The European Association for Quality Language Services. (2002). The CEFR. Cambridge: Cambrige University Press.
West. R. (1994). Needs analysis in language teaching. Language Teaching, 27 (1), 1-9.
Willems, M. (2016). The CEFR as an effective tool for evaluation used by secondary school pupils. (Thesis). Radboud University, Netherlands. Retrieved from https://theses.ubn.ru.nl/server/api/core/bitstreams/32cf6728-96ae-4a64-a74b-1d84c73665e5/content.
Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 alfi hidayatu miqawati, Ikrima Halimatus SaÔÇÖdiyah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a?áCreative Commons Attribution License?á(CC-BY-NC)?áthat allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
