Students’ Needs of English Writing Materialat FPBS IKIP Mataram  

Oleh:

Sumarsono, Dedi ; Bagis, Abdul Kadir ; Arrafii, Moh Arsyad

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 332-336.
Topik: Students’ Need; Writing Material; FPBS IKIP Mataram
Fulltext: hal 332.pdf (16.58MB)

Isi artikel

This research, which is categorized into Research and Development, is aimed at developing English writing material based on the students’ needs at FPBS IKIP Mataram. The main purposes of this research are (1) to identify English writing materials needed by students, 2) to evaluate English writing materials used, 3) to develop English writing material based on students’ needs. To achieve these purposes, some methods of collecting data have been involved including classroom observation, questionnaire and document analysis. Through observing classroom teaching and learning and document analysis, researchers identify whether the materials suit students’ needs. The questionnaire explores students’ opinions about the current English materials used in the classroom and discovers students’ needs in relation to English writing materials. After analyzing data from questionnaire, some students were interviewed for data triangulation and experts’ judgments were used to validate the results of the questionnaire and interview. For data analysis, descriptive analysis differentiates text books/materials which meet students’ need from those that do not and present students’ needs of learning writing. The preliminary results of the research indicate that many writing materials used do not address students’ needs which cover target needs, level of proficiency and learning needs. The results also indicate that writing material should meet students’ interest, accommodate students’ writing proficiency level, focus on the academic writing, address tourism related topics, provide various learning activities, and is preceded by a discussion of writing theory that scaffolds practice.

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