At-Ta'lim: Jurnal Pendidikan 10 .
, 2024, 184-189 Available at: https://ejournal.
id/index.
php/attalim Exploring english language needs: Non-english major students at University of Al-Qolam Malang Mulis1*.
Aberald Blouin2 University of Al-Qolam Malang.
Indonesia University of Passau.
Germany e-mail: mukhlis@alqolam.
*Corresponding Author.
Received: 22 May 2024.
Revised: 11 June 2024.
Accepted: 30 June 2024 Abstract: This research investigated English language needs for new students majoring in non-English who are taking courses in the Foreign Language Center program.
This research approach used qualitative with descriptive methods.
The subjects in this research were new students majoring in non-English.
The data in this research was obtained through two stages, namely Focus Group Discussion (FGD) involving six students who were representatives from each study program.
Indonesian Language Tadris.
Mathematics Tadris.
Islamic Religious Education.
Sharia Economic Law.
Ahwal Al-Shakhsyiyyah, and Islamic Teaching Communication, and distribution of questionnaires filled in by 127 students.
Here the researcher found that most students .
%) who took part in the Foreign Language Center (Englis.
program wanted to master all English language skills.
listening, speaking, reading, and writing.
Apart from that, the English components they need are vocabulary and grammar with a percentage .
%).
Furthermore, regarding the abilities and components of English, students want the lecturer's strategy used in the learning process to be text-based teaching.
Therefore, researchers provide recommendations so that learning is implemented using relevant methods such as the Grammar Translation Method (GTM).
Direct Method (DM).
Audio Lingual Method (ALM), and Communicative Language Teaching Method (CLT).
Keywords: Exploring, need analysis, english language need.
How to Cite: Mulis.
, & Blouin.
Exploring english language needs: Non-english major students at University of Al-Qolam Malang.
At-Ta'lim: Jurnal Pendidikan, 10 .
, 184-189.
https://doi.
org/10.
55210/attalim.
Introduction English takes many important parts of global issues such as in technology and Innovation, education and research, global business, cultural exchange, and media (Rao, 2019.
Rahayu & Rosa Hence, this language is necessary to understand, and it should be learned earlier (Sholeh & Anam.
And.
University of Al-Qolam Malang has a vision, of becoming a Transformative Service University Based on Islamic Boarding Schools with International Reputation.
However.
English at a higher education level is necessary to provide for academic and career in the future (Nithideechaiwarachok.
Maneekanon, and Bubphada 2.
Further.
Al-Qolam holds a languagecentral program containing English and Arabic to support the vision.
New students of all majors should follow it in the first semester.
The class is determined by the placement test result conducted before joining the academic learning.
However, this program is not provided based on the studentsAo department and faculty.
So, it is noted whether English should be based on the studentsAo needs and competence in line with their department or it should be taught as general English.
Hence, it should be highlighted by an analysis of studentsAo needs and wants.
Yet, needs analysis (NA) is not new in educational and academic environments and it is a necessary phase in planning educational programs Richards .
Hence, many researchers and teachers in different parts of the world consider this approach to be a valuable tool for curriculum This is an open access article under the CCAeBY license.
https://doi.
org/10.
55210/attalim.
At-Ta'lim: Jurnal Pendidikan, 10 .
, 2024, 184-189 Elvindi Gestikatama.
Dewi Hamidah.
Noer Hidayah development and revision to connect students' current academic learning with their future needs (Poedjiastutie and Oliver 2.
This also applies to language programs.
In this case.
NA takes a significant role related to providing a new thing in English teaching contexts around the world.
Thus, needs analysis can be conducted to evaluate the existing program for accountability (Richards 2.
However, the studentAos perspectives on the need for language instruction varied according to their proficiency level, discipline, and year of study (Poedjiastutie and Oliv er 2.
This need analysis has an urgent and vital role in the process of designing, developing, and implementing a curriculum of any course whether an English course is English for a specific purpose, or general English course or other courses (Poedjiastutie and Fifah, 2.
Therefore, this research intends to investigate whether there are needs to modify or renew the English language teaching goals in line to the non-English department students English course.
Regarding the needs of students.
Poedjiastutie and Oliver .
conducted a study on the needs of students.
Specifically, a mixed methods approach was used in which large-scale quantitative data was collected through surveys of 1,000 students.
This was supplemented by qualitative data from focus group The results of the analysis of these two components are presented in the article.
The results show that students at the target university have pragmatic reasons for learning English.
These include international cooperation, better life chances, competitive employment in an international environment, better international test results, cultural awareness and understanding of English magazines and books.
Alghamdi .
also conducted research using mixed methods including both quantitative and qualitative .
The business students were 254, 20 foreign language teachers, and 3 business The data analysis from multiple sources .
uestionnaires and semi-structured interview.
revealed differences between participants in perceptions of English needs for academic purposes, but it was clear that English program in its current form did not meet students' expectations.
Therefore, as indicated.
NA has a lot to offer language programs, particularly requiring significant improvement.
Thus, the present research undertook NA within a specific teaching context, namely English subject of Pusat Bahasa Asing (Language Centr.
So, the research question is What are the studentsAo English language needs? This research was hopefully expected to give theoretical and practical recommendations.
Theoretically, it is expected to note and determine the design of English course at University of AlQolam whether it is intended as English for a specific purpose or as a general lesson.
Hence, the lecturers are easier to determine the targeted lesson based on the studentsAo English language needs.
And for practical side, hopefully.
English teaching is constructed based on the studentsAo English language needs.
Method The present study took qualitative research, and descriptive qualitative was employed.
This approach is appropriate to understand social phenomenon, and particular points of participants involved ( Ary et al.
Creswell, 2012.
Fraenkel.
Wallen.
, & Hyun, 2.
The subjects involved in this study were non-English department students joining English courses of PBA from different Those becoming subjects were students of Indonesian Language Tadris.
Mathematics Tadris.
Islamic Religious Education.
Sharia Economic Law.
Ahwal Al-Shakhsyiyyah, and Islamic Teaching Communication.
For collecting the data, focus group discussion (FGD) and distributing questionnaires were applied.
Those involved in the FGD were the chief of the class.
The FGD was carried out in only one group and took about sixty minutes.
In another hand, questionnaires were sent to WhatsApp groups of each class through Google Forms and filled out by 176 students.
Yet qualitatively, saturation data suits with similar emerging themes over indicated to final collecting data (Kumar, 2011.
Bryman, 2015.
Carlssen & Glenton, 2.
For data collection, the iterative approach was utilized by conducting FGD first, then the results were confirmed and verified through the results of questionnaires.
At-Ta'lim: Jurnal Pendidikan.
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 10 .
, 2024, 184-189 Elvindi Gestikatama.
Dewi Hamidah.
Noer Hidayah This was constructed for rechecking and connecting data with the emerging theme (Srivastava 2.
This paradigm means that FGD was done first, then verified and clarified by distributing questionnaires.
Conducting FGD Stage one:
Data collection and data analysis Distributing Online questionnaire Stage two:
Data collection and data analysis Figure 1.
Stage of data collection procedure In analyzing the data, some steps were done by data familiarization and organization, data code and reduction, data interpretation and representation (Ary et al.
These were done by some steps such as reading and re-reading transcripts, notes, and questionnaire data, giving different colors for each theme, reducing unrelated points with the themes, interpreting data display elaborated with empirical and theoretical evidence, and representing the final result after conducting data verification.
Furthermore, to avoid the subjectivity of feelings, motives, and perceptions, trustworthiness was adopted (Guba & Lincoln .
quoted in Bryman, 2.
In the trustworthiness, credibility, confirmability, and transferability were applied.
Related to credibility.
FGD and questionnaire were done and the confirmability was done by noting the FGD activity and the answers to the questionnaire from the participants, while transferability was done by different data collection techniques by distributing FGD and questionnaires.
Results and Discussion The result of FGD almost all students stated to master English in general or four English skills.
The reasons were international language, language competence development, access to resources, or work in the future.
So, they wanted to improve their English in the PBA course.
In the questionnaire, the students stated that they are eager to master all English skills.
listening, speaking, reading, and The result of questionnaires revealed listening skill 3 .
%), speaking skill 17 .
%), reading skill 1 .
%), and writing skill 3 .
%).
Undeniable, reading and writing skills are highly also demanded 23 .
%).
And reading and writing skills are 5 .
%).
Overall, almost all the students are passionately eager to master all English skills 75 .
%).
Table 1.
StudentsAo english skill needs Needs of english skills Listening Speaking Reading Writing Reading dan speaking Reading dan Writing All skill Percentage 3 .
%) 17 .
%) 1 .
%) 3 .
%) 23 .
%) 5 .
%) 75 .
%) Yet, based on the result of FGD, students also expressed that they expected the English components such as vocabulary and grammar to develop their English skills.
These components are noted as important tools.
The results of FGD were also supported and verified by the questionnaire.
The At-Ta'lim: Jurnal Pendidikan.
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 10 .
, 2024, 184-189 Elvindi Gestikatama.
Dewi Hamidah.
Noer Hidayah students agreed that vocabulary was crucial was 17 .
%).
Further, other students also expected to master English by supporting sufficient components such as grammar was 11 .
%).
And both vocabulary and grammar were the most highly expected by the students 99 .
%).
Table 2.
StudentsAo English language component needs Needs of language component Vocabulary Grammar Vocabulary and grammar Percentage 17 .
%) 11 .
%) 99 .
%) Further, related to vocabulary mastery, this is strongly in line with the lecturesAo strategy in teaching English especially for teaching vocabulary.
Therefore, the strategy should be noted as crucial In this case, the results of questionnaire showed that teaching vocabulary with text-based strategy were highly agreed 60 .
%).
Asking students to memorize some vocabularies was only 7 .
%).
Yet, teaching vocabulary as intermezzo in teaching English also obtained highly agreement 60 .
%).
Table 3.
Teaching strategy in vocabulary mastery Teaching strategy in vocabulary mastery Text-based strategy Memorizing Intermezzo Percentage 74 .
%) 7 .
%) 46 .
%) To achieve the grammar mastery, the students mostly expected the lecturerAos teaching strategy was text- based strategy 85 .
%).
While requiring students to memorize was only 11,9%.
And the use of intermezzo in teaching vocabulary was also highly expected 31 .
%).
Table 4.
Teaching strategy in grammar mastery Teaching strategy in grammar Memorizing specific formulas Text- based strategy Intermezzo Percentage 11 .
%) 85 .
%) 31 .
%) Furthermore, language is a primary source of communication.
It is a method in which we share our ideas and thoughts with others.
In a globalized world, the importance of the English language cannot be denied or ignored as English is the most spoken language in the world (Ilyosovna 2.
English has become significant all across the world as a result of the globalization process.
until recently, it was considered the worldwide language of business.
In practice, it is the language of the modern world and it is one of the most widely spoken languages in the world (Ilyosovna, 2020.
Sri Andayani, 2.
And English is one of the most important languages today as it is a global language.
It is an essential skill to understand and master in the context of globalization because English plays a dominant role in almost all current fields (Mulis 2023.
Azizah .
Therefore.
English covers global issues such as in technology and Innovation, education and research, global business, cultural exchange, etc (Rao, 2019.
Rahayu & Rosa 2.
This research highlighted and underscored the studentsAo English needs at University of Al-Qolam.
And, these should be noted for improvement and development of the language center program.
It is done to comprehensively evaluate what is required concerning the use or learning of the English language and then develop targeted strategies to fulfill those needs effectively.
Hence, the analysis phase is a crucial stage that is used to suit the studentsAo needs (Nuriya Axmedovna et al.
Besides, teaching strategies also should be noted to adapt to the studentsAo needs in learning English.
The teaching should At-Ta'lim: Jurnal Pendidikan.
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 10 .
, 2024, 184-189 Elvindi Gestikatama.
Dewi Hamidah.
Noer Hidayah be addressed to students' English needs and since need analysis is conducted at the early phase of developing curriculum to suit the principal elements (Sadiku 2.
For English needs, the students expect to be able to master English skills such as listening, speaking, reading, and writing skills.
The reasons were international language, language competence development, access to resources, or work in the future.
However, to fulfill the studentsAo English needs, several challenges emerge.
For example, the students expected the lecturer to provide proper teaching strategies such as utilizing various teaching methods, and to develop their vocabulary and grammar mastery.
Furthermore, teaching grammar and vocabulary as a language component is a complex domain and crucial for learning any language, especially English.
An English teacher is responsible for teaching vocabulary and grammar so that the students can develop their four fundamental skills.
listening, speaking, reading, and writing skills.
This research revealed that teaching vocabulary and grammar by text-based strategy took precedence over others such as memorizing and intermezzo activities.
Hence, it should be noted and matched with the studentsAo English needs.
The data showed that most of the students are eager to understand and master all English skills, listening, speaking, reading, and writing.
Therefore, this should be a concern since the stakeholders and lecturers arrange the curriculum development, lesson plans, teaching materials, classroom management, and teaching methods.
Further, this research recommended four types of teaching methods.
grammar translation method (GTM), direct method (DM), audio-lingual method (ALM), and communicative language teaching method (CLT) (Azam, 2.
Conclusion Based on the findings, it can be concluded that non-English major students joining Foreign Language Program (PBA) regarding with English needs passionately want to understand and master English well because nowadays it is an international language.
These needs are included with the elements of the English language.
vocabulary and grammar.
And related to the teaching strategy, it is better that vocabulary and grammar are taught by applying a text-based strategy.
Yet, for stakeholders and lecturer, it is important to note when the process of designing, developing, and implementing a curriculum is arranged or when the materials and teaching methods are designed.
For further research, it is important to investigate the studentsAo English language needs for a particular skill in a specific department at University of Al-Qolam.
Besides, it can be also conducted research related to English needs with different research approaches.
Also, it can be researched about the studentsAo needs, wants, and perceptions of learning English.
So, the stakeholders can appropriately determine the curriculum development whether it is English for specific purposes or general English.
References