EFL Students’ Needs and Achievement: A Study at an Islamic University in Jambi
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Published:
Jun 26, 2021
Keywords:
Need analysis, Students’ actual need, Learning experience, Learning difficulties
Main Article Content
Abstract
This study aims to respond the regulation of teaching and learning English in higher education. Since there is no clear regulation of what supposed to be taught, some institutions decide different requirement for the teaching and learning English. This study focused on analyzing and evaluating the students’ actual needs in learning English. A quantitative study was conducted toward 113 non-English department students who have taken English subject in an Islamic University in Jambi. This study explored both of the students’ actual needs and experiences of their learning English in the classroom. The results indicate that having the four skills as a part of teaching and learning English in the classroom is important for the students. The students also mentioned that completing their study is not the only reason to learn English. They believe that learning English is a golden key to be a part of world class community. In spite of mastering reading as the main focus of learning process, the students still face difficulties in understanding the ideas in English since they have limited vocabulary and grammar. They also stated that it is hard for them to get the meaning of what they read because they do not know how the sentences are put together. As the results, it is suggested that the process of teaching and learning English must be revisited
Article Details
How to Cite
Amalia, S., Fitria, W., Ramdhani, M. I., & Suryani, H. (2021). EFL Students’ Needs and Achievement: A Study at an Islamic University in Jambi. Ta’dib: Jurnal Pendidikan Islam, 26(1), 29-42. https://doi.org/10.19109/td.v26i1.10009
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How to Cite
Amalia, S., Fitria, W., Ramdhani, M. I., & Suryani, H. (2021). EFL Students’ Needs and Achievement: A Study at an Islamic University in Jambi. Ta’dib: Jurnal Pendidikan Islam, 26(1), 29-42. https://doi.org/10.19109/td.v26i1.10009
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Miller, B. T., & Staley, L. (2021). Importance of feedback, training and media format for students’ reflective practice. International Journal of Management, Knowledge, and Learning, 10(1), 31–40.
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Richard, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
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Sadiku. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature Studies, 1(1), 29–31.
Sihotang, L., Setiawan, D., & Saragi, D. (2017). The effect of learning strategy and self-confidence toward student’s learning outcomes in elementary school. IOSR Journal of Research & Method in Education, 4(1), 65–72.
Sine, J. S., Bekuliu, D. A., & Loak, M. (2021). English as a foreign language for students of STAKN Kupang: A study of learners’ needs. JOLLT Journal of Languages and Language Teaching, 9(3), 293–304.
Su, Y.-C. (2007). Students’ changing views and the integrated-skills approach in Taiwan’s EFL collage classes. Asia Pacific Education Review, 8(1), 27–40.
Susandi, N. K. I., & Krishnawati, N. L. P. (2016). Need analyses: ESP syllabus design for Indonesian EFL nursing students. Proceedings of ISELT FBS Universitas Negeri Padang, 130–140.
Valentina, M. (2017). The correlation between students’ vocabulary achievement and reading comprehension. Jurnal Pendidikan Dan Pembelajaran, 6(9), 1–10.
Al-Khalil, E. A. (2017). The role of English in present day higher education. International Journal of Social Sciences & Educational Studies, 4(2), 123–128.
Bire, J. (2010). Mismatch English education in Indonesia. Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana, 17(1), 1–19.
Chiang, H. (2018). English vocabulary size as a predictor of TOEIC listening and reading achievement among EFL students in Taiwan. Theory and Practice in Language Studies, 8(2), 203–212.
Essays, U. (2013). Needs analysis procedure in language teaching English language essay. Retrieved from UKESSAYS website: https://www.ukessays.com/essays/english-language/needs-analysis-procedure-in-language-teaching-english-language-essay.php?vref=1
Fayombo, G. (2015). Learning styles, teaching strategies and academic achievement among some psychology undergraduates in Barbados. Journal International Caribbean Educational Research Journal, 3(2), 46–61.
Horwitzet, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom anxiety. The Modern Language Journal, 70(2), 125–132.
Hungyo, J., & Kijai, J. (2009). The Effect of integrated and segregated skills approach on English language acquisition among freshmen nursing and business students in mission college Thailand. The Scriptor, Journal of Arts & Humanities Department Thailand.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centered approach. Cambridge: Cambridge University Press.
Indrasari, N. (2016). English for specific purposes: A need analysis at the second semester of physics education students of iain raden intan Lampung in the academic year of 2015/2016. English Education: Journal Tadris Bahasa Inggris, 9(1), 161–172.
Ismagilova, L. R., & Polyakova, O. V. (2015). The role of course evaluation and needs analyses for syllabus designs: an application to “English language” course for master-degree students in economics. Mediterranean Journal of Social Sciences, 6(1), 346–351.
Jackson, J. (2002). Reticence in second language case discussions: Anxiety and aspirations. System, 30(1), 65–84.
Jing, W. U. (2006). Integrating skills for teaching EFL—Activity design for the communicative classroom. Sino-US English Teaching, 3(12), 1–5.
Jinzhu, Z. (2018). Needs analysis research of English teaching and learning in china: A literature review and implication. British Journal of Education, 6(3), 30–40.
Kyriacou. (2007). Essential teaching skills. UK: Nelson Thornes.
Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and quest for higher score. TEFLIN Journal, 18(1), 1–14.
Madya, S. (2002). Developing standards for EFL in Indonesia as part of the EFL teaching reform. TEFLIN Journal, 13(2), 147–151.
Miller, B. T., & Staley, L. (2021). Importance of feedback, training and media format for students’ reflective practice. International Journal of Management, Knowledge, and Learning, 10(1), 31–40.
Moiinvaziri, M. (2014). Students’ voice: A Needs Analysis of university general English course in Iran. Gema Online Journal of Language Studies, 14(1), 57–75.
Mubaraq, Y. M. (2017). Need analyses: Medical English for Indonesian medical students. National Seminar Proceeding. National Seminar Proceeding, 568–575.
Musthafa, B. (2009). English teaching in Indonesia: status, issues, and challenges. Retrieved from Oocities website: http://www.oocities.org/upis3/bm/english-teaching-in-indonesia.htm
Ramani, N., & Pushpanathan, T. (2015). Importance of needs analyses in ELT curriculum. International of Advanced Multidisciplinary Research, 2(10), 98–100.
Reedy, M. S. (2016). Importance of English language in today’s world. International Journal of Academic Research, 3(2), 179–184.
Richard, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Rokhyati, U. (2013). Teaching English at higher education in Indonesia: Searching for usefulness. Proceedings of ISELT FBS Universitas Negeri Padang, 235–240. Retrieved from http://ejournal.unp.ac.id/index.php/selt/article/view/6793
Sadiku. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature Studies, 1(1), 29–31.
Sihotang, L., Setiawan, D., & Saragi, D. (2017). The effect of learning strategy and self-confidence toward student’s learning outcomes in elementary school. IOSR Journal of Research & Method in Education, 4(1), 65–72.
Sine, J. S., Bekuliu, D. A., & Loak, M. (2021). English as a foreign language for students of STAKN Kupang: A study of learners’ needs. JOLLT Journal of Languages and Language Teaching, 9(3), 293–304.
Su, Y.-C. (2007). Students’ changing views and the integrated-skills approach in Taiwan’s EFL collage classes. Asia Pacific Education Review, 8(1), 27–40.
Susandi, N. K. I., & Krishnawati, N. L. P. (2016). Need analyses: ESP syllabus design for Indonesian EFL nursing students. Proceedings of ISELT FBS Universitas Negeri Padang, 130–140.
Valentina, M. (2017). The correlation between students’ vocabulary achievement and reading comprehension. Jurnal Pendidikan Dan Pembelajaran, 6(9), 1–10.