A Need Analysis on English Teaching Materials for Secretarial

Students

Didik Hariyadi Raharjo, Ilza Mayuni, Emzir

Pascasarjana, Universitas Negeri Jakarta. Jl. Rawamangun Muka, Jakarta Timur, Indonesia

Keywords: English for Secretary (EFS), Need Analysis, Goals, Target Needs, Learning Needs

Abstract This research was aimed to determine the needs of Budi Luhur Secretarial Academy (ASTRI) students and

lecturers on the English for Secretary (EFS) teaching material. This research was conducted at ASTRI Budi

Luhur from January 2017 to November 2018. The participants of this research are 34 students and 4 English

for Secretary (EFS) lecturers in the first semester of 2017/2018 academic year. It was a qualitative research.

The data of this research was the students’ and lecturers’ need that were divided by target needs and

learning needs. The data was collected by observation, interviews and questionnaires. The result of this

study indicated that the main goal in EFS learning was the completion of secretarial tasks in English. The

researcher also found the fact that students often faced some difficulties in learning 4 English skills in EFS.

The limitation of vocabulary was the main problem that gives a big impact on the students’ English skills.

1 INTRODUCTION

A secretary, administrative professional, or personal

assistant is a person who supports the management,

including executives, using a variety of project

management, communication, or organizational

skills. The secretary or personal assistant or office

manager is expected to contribute significantly to the

achievement of organizational goals by providing the

necessary information and also promoting the

company's image to the world. Entrepreneurs,

colleagues, customers, visitors and others give high

expectations to the duties and roles of the

secretary/office manager. In most organizations

people expect the secretarial professionals to

communicate clearly, have good personal

characteristic especially in terms of appearance, good

social interactions, good disposition towards people,

good personal conduct in terms of handling people

with tactics and respect, have good interpersonal

relationship, behave in a way that reflects high moral

standards of personal probity, upholding codes of

conducts and behaviour as expected of the profession

as well as technical competence (Chimezie and

Margaret, 2015)

In handling her/his duties, a secretary often meets

a lot of corporate clients from abroad. Therefore, the

secretary must be able to communicate in English

both oral and written. ASTRI Budi Luhur as one of

the secretarial academies in Indonesia has to prepare

professional candidates for secretaries who are able

to communicate in English. One of the requirements

to make a good teaching and learning process is the

availability of teaching materials that meets the

needs of the students.

This research is aimed to determine the needs of

ASTRI Budi Luhur students and lecturers on the EFS

teaching material. A good teaching material is

developed based on the results of needs analysis and

analysis of the existing learning conditions that are

carried out comprehensively. In this study,

researchers want to determine the needs of ASTRI

Budi Luhur students in EFS course. The needs

analysis in this study is aimed to bring up students'

needs regarding their goals, necessities, lacks, wants

and 5 component propositions by people, those

components are; inputs, procedures, settings, student

roles and teacher roles.

The result of this research does not only provide

information about the need of the students and

lecturers but also an overview of the existing

condition of the students and it can be the basis for

the development of EFS teaching materials.

Furthermore, the writers also compare the result of

Raharjo, D., Mayuni, I. and Emzir, .

A Need Analysis on English Teaching Materials for Secretarial Students.

DOI: 10.5220/0008994901230133

In Proceedings of the Inter national Conference on Education, Language and Society (ICELS 2019), pages 123-133

ISBN: 978-989-758-405-3

Copyright

c

123

the study with the previous finding by other

researchers.

2 LITERATURE REVIEW

This research was conducted based on theories

related to the main purpose of this research. In this

literature review, the researchers would like to

elaborate the theoretical concepts which are used to

gather all of information about the students’ and

lecturers’ need.

2.1 Need Analysis

Hutchinson and waters (1991) emphasize that the

differences between English for Sepecific Purpose

(ESP) from English for General Purpose (EGP) is

not about the existence of a learner's need but rather

the existence of awareness of learners' needs. All

parties involved in the process of learning the

language, among learners, teachers, stakeholders,

and prospective users know the existence of needs

analysis and the importance of this process.

However, awareness of how this needs analysis is

done and how to react to it in the entire learning

process including internalizing the results of this

analysis in the development of teaching materials is

an important key that distinguishes ESP or EGP-

based learning practices. Meanwhile, Richards et al.

(1992) define needs analysis as 'the process of

determining the needs for which a learner or group of

learners requires a language and arranging the needs

according to the priorities. Furthermore, West (1994)

defines needs analysis broadly as two separate

concepts: first, what learners will be required to do

with foreign language in the target situation and

second, how learners might best master the target

language during the period of training.

Hutchinson and waters (1991) divide the needs

into; target needs and learning needs. “Target

needs” is what the learner needs to do in the target

situation and “learning needs” is what the learner

needs to do in order to learn. Furthermore,

Hutchinson and waters (1991) divide the target needs

into; “necessities”, “lacks”, and “wants.”

“Necessities” is what the learner has to know in

order to function effectively in the target situation. It

is a matter of observing what situations the learner

will need to function in and then analyzing the

constituent parts of them. “Lacks” is what the

learner knows already in the target situation. It would

be useful to decide which of the necessities that the

learner lacks. “Wants” is what the learner wants to

learn.

Furthermore, Hutchinson and Waters (1991)

believe that the analysis of target situation needs can

be conducted by asking questions about the target

situation and the attitudes of learners in the learning

process. In this study, researchers use task

components proposed by Nunan (2004) to find out

information about learning need in EFS learning.

Furthermore, Nunan (2004) defines the elements of a

task; those are task goals, input, and learner

procedures which are supported by teacher, learner

roles and the setting in which tasks are undertaken.

Goal is the main purpose to be obtained of

conducted tasks. It is dealing with communicative,

affective, and cognitive output (Nunan, 2004). Input

is everything used in the tasks which can be taken

from drawings, family trees, shopping lists,

magazine quizzes, and so forth. Meanwhile,

Hutchinson and Water (1987) state that input maybe

a text, dialogue, video recording, diagram or any

pieces of communication data, depending on the

needs that have been defined in the needs analysis.

Brown (2001) defines activity as anything learners

do in classroom. Meanwhile teacher role is described

as the action of the teacher and students play in

language learning (Nunan, 2004). Richard and

Rodger in Nunan, (2004) mention that learners role

as the objects of conducted task in the materials

which perform the activities in the tasks under the

instruction given by teacher. Setting is the

arrangement of the task which can be done

individually, in pairs, in groups, or in a whole class

mode (Wright in Nunan, 2004)

2.2 English for Secretary

Hutchinson and Waters (1991) believe 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. ESP is designed to meet

specified needs of the learner; related in content (i.e.

in its themes and topics) to particular disciplines,

occupations, and activities and centered on the

language appropriate to those activities in syntax,

lexis, discourse, semantics, etc, and analysis of the

discourse (Strevens, 1988).

English for secretary is a branch of ESP. It is

designed to meet the needs of secretaries or other

professionals who wish to undertake administrative

task in English, both orally and written form (Toselli

and Milan, 2010). Usually EFS program is aimed to

develop language skills (listening, speaking, writing

and reading) in English, while at the same time

ICELS 2019 - International Conference on Education, Language, and Society

124

focusing on the central need of secretary to receive

and to transmit information precisely and efficiently.

EFS materials usually cover topics common to

typical office activities as well as to more personal

areas related to office work, such as socializing or

receiving visitors and making them comfortable.

Based on the theories above, researchers would

like to develop a need analysis instrument to obtain

the information that are used in developing EFS

teaching materials

3 METHOD

This research was conducted in ASTRI Budi Luhur

Jakarta from January 2017 until November 2018. In

this study, researchers used a need analysis

framework from Hutchinson and Waters and

combine it with the task framework proposed by

Nunan (2004). Due to various limitations, the

discussion of this paper was only limited in the need

analysis data from questionnaires that have been

validated through interviews.

The data source of this research was respondents

that consist of 4 lecturers and 34 students. Data

collection techniques of this research were;

questionnaire, and interview. The data in this

research was analyzed by using qualitative and

quantitative approach. Quantitative data derived

from questionnaires obtained by converting

respondents' answers into the scores. Qualitative

technique was also carried out in describing the

results of discussions with lecturers and students.

The validity of instruments in this research was

examined by 2 experts, using questionnaire and

interview. Those experts were ESP expert and

teaching material expert.

4 RESEARCH FINDING AND

DISCUSSIONS

In this chapter, the researchers would like to discuss

the result of need analysis data that had been

obtained through questionnaire and validated through

interviews with the students and lecturers. The

results of this study indicated that the main goal in

EFS learning was the completion of secretarial tasks

in English. The researcher also found the fact that

students still often faced difficulties in 4 English

language skills in EFS learning. The limitations of

the vocabulary were still the main problems that

have an effect on the students’ English skills.

4.1 Goals

The questionnaire revealed that, most students

(85.29%) and all lecturers think that the secretarial

task was the main goal in EFS learning process. A

few students (14.70%) think that EFS can develop

their academic skills. Meanwhile, continuing study

was not the students’ and lecturers’ goal.

Table 1: Goal

Goals

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Secretarial tasks

29

85,29

4

100

Academic ability

5

14,70

-

Continue study

-

Others

-

The second question was about the English use.

The questionnaire revealed that completing

secretarial task was mostly chosen by the students

(55.88%) and all lecturers. Meanwhile, oral and

written communication skills were not the students’

and lecturers’ main priority in EFS learning process.

Table 2: English Use

English usage

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Oral communication

8

23,53

-

Written

communication

7

20,59

-

Finishing secretarial

tasks

19

55,88

4

100

Others

-

4.2 Target Needs

The next question in the questionnaire was about

target needs in EFS learning. Target needs consist of

three dimension, those are “necessities”, “lacks”

and “wants”.

4.2.1 Necessities

According to the students opinion English skills that

will be used mostly in working as a secretary were

writing (38,23%) and speaking (29,41%). Whereas,

based on the lecturers’ opinion, speaking (50%) and

writing (50%) were equally important in completing

the secretarial task while reading and listening did

not get high priority.

Table 3: English Skills

English skills

used in working

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Listening

4

11,76

A Need Analysis on English Teaching Materials for Secretarial Students

125

Reading

7

20,59

Speaking

10

29,41

2

50

Writing

13

38,23

2

50

Meanwhile, linguistic skill that will be used

mostly in working as a secretary based on the

students’ opinion was vocabulary (58.82%) and

grammar (29.41%). Meanwhile, the lecturers also

think that vocabulary (75%) and grammar (25%)

skills will support a secretary in finishing her/ his

tasks.

Table 4: Linguistic Skills

Linguistic skills

used in working

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Vocabulary

20

58,82

3

75

Grammar

10

29,41

1

25

Pronounciation

4

11,76

-

Others

-

This finding was in line with the results of a research

conducted by Da Silva (2010), in this case, he found

that the speaking skill and correspondence as the

most important thing for a secretary. While, grammar

and vocabulary as the linguistic skills that must be

mastered by a secretary.

Based on the data, the researcher can take a

conclusion that the students and lecturers believed

that secretary often use speaking skills and writing

skills in finishing secretarial tasks. Meanwhile,

vocabulary and grammar were considered as the

linguistic skill that must be mastered by secretary.

4.2.2 Lacks

Based on the result of questionnaire, most of ASTRI

Budi Luhur students were at the intermediate

(70.59%) level for their English skills, while many

students were at the beginner level (29.41%).

Meanwhile, all of EFS lecturers were at the advanced

level in English.

Table 5: English Level

English level

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Beginner

10

29,41

-

Intermediate

24

70,59

-

Advanced

-

4

100

Meanwhile in the English vocabulary, more than

half numbers of students (55.88%) had 100-300

vocabularies in English and many others (44.12%)

had 300-500 vocabulary. Meanwhile all of EFS

lecturers had more than 500 vocabularies in English.

Table 6: Vocabulary

Vocabulary

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

<100

-

100-300

15

44,12

-

100-500

19

55,88

-

>500

-

4

100

In teaching or learning EFS, lecturers and

students often found many difficulties. In listening

activity, lecturers (50%) and students (26.47%) often

found a difficulty in understanding the meaning.

Besides that lecturers (50%) and students (73.53%)

also often thought that the biggest problem in

listening activity was listening input was too fast, the

students feel so difficult to get the messages from the

listening text.

Table 7: Listening Difficulties

Difficulty in

listening

activity

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Don’t know

what speaker

said

-

Difficult to

understand the

meaning

9

26.47

2

50

Input is too fast

25

73,53

2

50

Others

-

This finding was also in line with the results of

research conducted by Flowerdew and Miller (1996),

Chen (2013), Hasan (2000) and Graham (2006).

Their research findings indicated that vocabulary and

eloquence in English as the main problems in

Listening learning.

In learning reading, limited vocabulary was still

the main obstacle that often found by students

(61.76%) and lecturers (50%). Besides limited

vocabulary, the students (20.59%) also often did not

know the meaning of a vocabulary in a text so that

lecturers (50%) and students (17.67%) often found

the difficulty in understanding the meaning of a

sentence.

Table 8: Reading Difficulties

Difficulty in

Reading activities

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Limited vocabulary

21

61,76

2

50

Don’t know the

meaning of many

vocabulary in a text

7

20,59

-

Difficult to

understand the

meaning of sentence

6

17,67

2

50

Difficult to read the

-

ICELS 2019 - International Conference on Education, Language, and Society

126

text

Others

-

Biancarosa and Snow (2004) found that the

common problem faced by more than 70% of readers

was that they do not understand what they were

reading. Meanwhile, Al Seyabi and Tuzlukova

(2015) believed that the biggest problem faced by the

learners in reading was that they did not know the

meaning of the vocabulary they read.

Limited vocabulary was also considered as the

main problem in speaking by most students (52.94%)

and lecturers (50%). Limited grammar was the next

problem for students (29.41%) and lecturers (25%).

Another problem faced by the students (17.67%) and

lecturer (25%) was the number of expressions in

English that must be understood before being used.

Table 9: Speaking Difficulties

Difficulty in

speaking activities

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Limited vocabulary

18

52,94

2

50

Limited expression

6

17,67

1

25

Limited grammar

10

29,41

1

25

Others

-

Those problems were almost the same as the

results of the research conducted by Hendriansyah

(2012). He believed that problems faced in learning

speaking can be divided into 2, those were: linguistic

problems and nonlinguistic problems. Linguistic

problems come from: lack of vocabulary, lack of

grammar and lack of pronunciation. Meanwhile, Liu

(2007) stated that vocabulary was identified as the

main cause of oral English learning.

In learning writing, limited vocabulary was still

considered as a major problem for students (47.05%)

and lecturers (75%). Besides that, limited grammar

was also often faced by students (26.47%) and

lecturer (25%). Furthermore, many students

(20.59%) have highlighted the difficulty in choosing

diction and only few students (5.88%) think about

the difficulty of using expressions in writing.

Table 10: Writing Difficulties

Difficulty in

writing activities

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Limited vocabulary

16

47,05

3

75

Limited grammar

9

26,47

1

25

Difficulty in

determining diction

7

20,59

-

Difficulty in

choosing expression

2

5,88

-

Others

-

The results of research conducted by Al Seyabi

and Tuzlukova (2014) found that the limitation of

vocabulary was one of the main causes of the

difficulties faced by students in writing. Meanwhile,

Hidayati (2018), divided the challenges in writing

into two sources, those were; external factors and

internal factors. These were many examples of

internal factors: mother tongue intervention,

linguistic competences such as vocabulary and

grammar, motivation and reading habits.

Based on the explanation above, the researchers

can concluded that the students often found the

difficulties in listening because the input was too

fast, so they did not get the massage in the text. After

that, limited vocabulary was considered as the main

problem for the students in learning reading,

speaking and writing.

4.2.3 Wants

Based on the result of questionnaire, most students

(88.23%) and all lecturers wanted to make the EFS

teaching material enabled the students to complete

secretarial task in English. Furthermore, many

students (11.76%) also wanted to be able to speak

English fluently after learning EFS

Table 11: Purpose

Purpose of

materials

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Mastery of

secretarial

vocabulary

-

Mastery of grammar

-

Fluent in speaking

4

11.76

-

Skilled in

completing

secretarial tasks

30

88.23

4

100

Get a good mark in

English

-

Others

-

In the next question, all lecturers and students

only wanted to learn about secretarial tasks in EFS

learning. They did not want to learn other topics

because they wanted to get a lot of opportunities to

learn about secretarial tasks. This was considered as

a trial of what will be done by students when they

work as a secretary in the future.

Table 12: Wanted Topics

Wanted topics

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Daily life

-

Secretarial tasks

34

100

4

100

Latest news

-

Others

-

A Need Analysis on English Teaching Materials for Secretarial Students

127

To measure the students’ understanding of the

topic that had been learned, most students (73.53%)

and all lecturers wanted to take the test in the end of

each learning unit, many students (14.70%) wanted

to take it after learning more than one unit and only

many students (11.76) wanted to take the test in the

end of all learning units

Table 13: Evaluation Time

Wanted evaluation

time

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

The end of each unit

25

73.53

4

100

The end of more

than one units

5

14.70

-

The end of all units

4

11.76

-

Others

-

Based on those data, the researcher can conclude

that the students and the lecturers wanted to learn the

material about secretarial tasks. They also wanted to

take the examination in the end of each unit of

learning.

4.3 Learning Needs

The learning needs dimension was divided into five

parts, those were: inputs, procedures settings,

lecturers’ roles and students’ roles.

4.3.1 Input

The most important topic according to the students

and lecturers was “working with computers”, this

was very reasonable because most secretarial tasks

are done with computer. After that, “first day at

work” was also highlighted by the students and

lecturers, in this topic, all students wanted to know

what are going to do when they were in the first day

working as a secretary. Then the topics that also get a

lot of attention from students and lecturers were

“telephoning” and “office duties”.

Table 14: Themes

Themes

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Hand. Buss. Trips

44.12

3

75

Hand. complains

44.12

3

75

Deal.with Number

70.59

3

75

PR. Technique

58.82

3

75

1

st

Day at Work

100

4

100

Memos

58.82

4

100

Inquiry and Reply

79.35

4

100

Office Duties

82.35

4

100

Telephoning

94.12

4

100

At the Reception

58.82

4

100

Working with Comp

100

4

100

Most of the themes above are in line with the results

of research conducted by Da Silva (2010). The

themes formulated in his study were: making and

receiving telephone calls, welcoming visitors,

business correspondence, taking minutes of

meetings, scheduling and arranging travel, basic

computer skills and applying for a job.

In the listening inputs, dialogue was the most

highlighted by students (64.70%) and lecturers

(50%). Meanwhile monologue was also wanted by

students (14.70) and lecturer (25%). Visual material

also got the attention by students (20%) and lecturer

(25%).

Table 15: Listening Inputs

Wanted

listening inputs

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Phoneme

-

Monologue

5

14.70

1

25

Dialogue

22

64.70

2

50

Visual

7

20.59

1

25

Speech

-

Others

-

This finding was in line with the results of a

study conducted by Melia, Refnaldi and Ardi (2013)

which placed dialogue as the most desirable input

among the 5 inputs. Meanwhile, Yunita (2015)

placed dialogue/monologue with images as the most

desirable input by students. Meanwhile, Shahani and

Tahriri (2015) stated that visual material can

significantly improve students' abilities in Listening

skills

In reading activity, the input that got the most

attention from lecturers (50%) and students (41.18%)

was text with pictures, after that lecturer (25%) and

students (35.29%) also chosen authentic texts in

everyday life. The next input chosen by lecturer

(25%) and students (23.53%) was

dialogue/monologue.

Table 16: Reading Input

Wanted reading

input

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Dialogue/monologue

8

23.53

1

25

Text with pictures

14

41.18

2

50

Authentic text

12

35.29

1

25

Others

-

Fei Yu (2015), found that images will greatly

help understanding a cultural text to non-native

speakers. In line with these findings, Hanif (2016)

stated that images will help learners in understanding

the contents of reading texts. Furthermore, Hibbing

and Ericson (2003) believed that images showed

what was happening, what people were talking about

and gave more ideas. Meanwhile Khoshbakht and

ICELS 2019 - International Conference on Education, Language, and Society

128

Gorjian (2017) stated that authentic text can

significantly improve learner performance.

In speaking inputs, dialogue was wanted activity

by more than half numbers of students (58.82%) and

lecturers (50%). The next inputs that were also

wanted by the lecturers (25%) and students (5.88%)

were monologue and pictures.

Table 17: Speaking Inputs

Wanted

speaking input

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Monologue

12

35.29

1

25

Dialogue

20

58.82

2

50

Picture

2

5.88

1

25

Authentic text

-

Others

-

Wahyuni, Bentama and Syafitri (2018) in their

research found that dialogues, monologues with

images were the most wanted inputs in speaking.

Meanwhile Bahrani and Soltani (2012) believed that

to help language learners developed their

communicative efficiency in speaking activities,

lecturers could use an approach that combined

language input and communicative output.

In writing inputs, the researcher concluded that

there were a lot of inputs that were wanted by the

students and lecturers. Letter, graph and diary were

the most selected inputs by the lecturers. In the other

hands, the students paid more attention to letter,

picture, diary, graph and table.

Table 18: Writing Inputs

Wanted writing

input

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Diary

5

14.70

1

25

Letter

15

44.12

2

50

Table

3

8.82

-

Graph

4

11.74

1

25

Note

-

Picture

7

20.59

-

Authentic text

-

Others

-

Meanwhile Yolanda, Ngadiso and Sumardi

(2018) thought that memos, personal letters and

authentic material as the writing input wanted by

students. Meanwhile business letters, all the thing

related to work and CV were the next input chosen

by the students.

Based on the explanation above, the researcher

concluded that working with computer was

considered as the most important theme by the

students and lecturers. In the listening and speaking

inputs, dialogue was the most highlighted by

students and lecturers. In reading activity, texts with

pictures got the most attention from lecturers and

students. In writing inputs, letter, graph and diary

was the most wanted inputs by the lecturers and

students.

4.3.2 Procedure

In the listening procedure, most students (85.29%)

and lecturers (50%) chose answering questions.

Furthermore, students (14.70%) and lecturers (50%)

also chose completing and responding text.

Table 19: Listening Procedure

Listening

procedure

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Sentences repetition

-

Identifying key

words

-

Paraphrasing

-

Summarizing

-

Completing and

responding text

5

14.70

2

50

Answering

questions

29

85.29

2

50

Others

-

Andayani (2012), found that implementation of

games such as: Tic Tac Toe, Running Dictation and

Whispering could improve the students’ listening

skill. Meanwhile Fauzana (2017), that the students’

listening skill could be improved through extensive

activities such as completing journals, recording

listening activities and making independent

judgments.

In reading procedure, answering comprehension

question was chosen by most students (91.18%) and

lecturers (75%). Then many students (8.82%) also

chose recognizing the meaning of words. Beside that

a lecturer (25%) also choses recognizing sentence

structures.

Table 20: Reading Procedure

Reading procedure

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Recognizing the

meaning of words

3

8.82

-

Recognizing phrase

-

Recognizing

sentence structures

-

1

25

Answering

comprehension

questions

31

91.18

3

75

Others

-

Nadzifah (2016) found that the students’ reading

skill can be improved through the implementation of

A Need Analysis on English Teaching Materials for Secretarial Students

129

SQ3R technique which includes: survey, question,

read, recite and review. Meanwhile, Taghavi and

Sadeghi (2008) found that the students’ reading skill

could be improved through semantic mapping

techniques.

Role play was still a favourite activity chosen by

the most students (73.53%) and lecturers (50%) in

learning speaking. After that problem solving was

also chosen by students (14.70%) and lecturers

(50%). Then several students (11.76%) also chose

discussion.

Table 21: Speaking Procedure

Speaking

procedure

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Role play

25

73.53

2

50

Games

-

Problem solving

5

14.70

2

50

Discussion

4

11.76

-

Others

-

Meanwhile, Eissa (2019), found that the

combination of digital storytelling and conventional

learning in the classroom could provide opportunities

for learners to use appropriate grammar and enrich

vocabulary so that it would ultimately improve their

speaking skill.

Arranging composition was still considered as an

activity that really helped to improve writing skills

by most students (70.59%) and lecturers (75%).

Furthermore, the students (23.53%) and lecturers

(25%) also paid attention to arranging paragraphs.

Only a few students (5.88%) chose composing

sentences as preferred activities in writing learning

process.

Table 22: Writing Procedure

Writing

procedure

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Composing

sentences

2

5.88

-

Arranging

paragraphs

8

23.53

1

25

Arranging

compositions

24

70.59

3

75

Identifying

punctuations

-

Others

-

Madkour (1988), believed that students who

learned to write functional texts produce better texts

than students taught by conventional techniques.

Meanwhile, Soltanpour and Valizadeh (2018) found

that the use of Microsoft Power Point and videos that

could be downloaded through laptops, tablets or

student devices in learning writing through flipped

classroom got the better results compared to

conventional writing classes.

Vocabulary was very important to support 4

English skills. In this case, connecting word to word

was considered as the most chosen procedure by

students (29.4%). Memorizing also got the attention

from the students (29.41) and lecturer (25%). While

guessing the meaning also got a strong highlight

from students (23.53%) and lecturer (25%). Many

students (26.47%) also chose understanding

collocation as one of the procedures in vocabulary

learning process.

Table 23: Vocabulary Procedure

Vocabulary

procedure

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Connecting

word to word

10

29.41

1

25

Memorizing

8

23.53

1

25

Guessing the

meaning

7

20.59

2

50

Understanding

collocation

9

26.47

-

Others

-

Meanwhile, Bachtiar (2017) believed that

vocabulary learning through “WhatsApp” media

could run smoothly and effectively. By using

“WhatsApp” media, instructors could send pictures

or videos related to the vocabulary being studied.

In the grammar learning procedure, the result of

the questionnaire showed that arranging sentences,

paragraphs and composition with a certain pattern is

considered as the most wanted activities by students

(64.70%) and lecturers (50%), identifying error is

also chosen by students (14.70%) and lecturers

(50%). Meanwhile many students (20.59%) also

chose memorizing sentence patterns.

Table 24: Grammar Procedure

Grammar

procedure

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Memorizing

sentence pattern

7

20.59

-

Arranging sentence,

paragraph and

composition with a

certain pattern

22

64.70

2

50

Identifying errors

5

14.70

2

50

Others

-

The result of the research conducted by

Baleghizadeh (2011) showed that grammar learning

through games, assignments and dialogue has almost

the same effectiveness. There were no significant

differences from the results obtained after the

learning was carried out

ICELS 2019 - International Conference on Education, Language, and Society

130

Varied opinions arised from the next question

about the method in teaching learning process.

Inquiry learning was chosen by most students

(38.23%) and lecturer. (25%). Problem solving was

also chosen by a lot of students (35.29%) and a

lecturer (25%). The next method that got the

attention from the students (14.70%) and lecturer

(25%) was discussion. Lecturing was chosen by

many students (11.76%) and cooperative method was

chosen by a lecturer (25%).

Table 25: Method

Method

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Lecturing

4

11.76

-

Discussion

5

14.70

1

25

Demonstration

-

Problem solving

12

35.29

1

25

Inquiry

13

38.23

1

25

Cooperative

-

1

25

Debating

-

Others

-

Based on the explanation above, it can be

concluded that answering comprehension question

was a favourite procedure in listening and reading

activity. Role play was considered as a favourite

activity in learning speaking. Arranging composition

was still considered as an activity that really helped

to improve writing skills by most students and

lecturers.

4.3.3 Setting

In finishing assignments, most students (58.82%)

and lecturers (50%) wanted to take individual

assignments. While other students and lecturers

prefer a group task.

Table 26: Task

Task

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Individual

20

58.82

2

50

Group

14

41.18

2

50

Others

-

Tabanlioglu (2003) in his study found that individual

learning styles were related to compensation

strategies. While Tsai (2006) stated that students

who learn in group styles usually use social

strategies. Meanwhile, Guild (2001) denied these

finding, he believed that a learner cannot be labeled

with a rigid learning style.

Technological advances also greatly gave an

impact to the students’ learning styles. In this case

most students (44.12%) and a lecturer (25%) chose

website as a media for learning. Laboratory was

chosen by the others students (29.41%) and most

lecturers (50%). Besides that, classroom was also

still wanted by a few students (11.76%) and a

lecturer (25%). Library was only chosen by many

students (14.70%).

Table 27: Place

Place

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Classroom

4

11.76

1

25

Laboratory

10

29.41

2

50

Library

5

14.70

-

Website (online)

15

44.12

1

25

Others

-

Based on the explanation above, the researchers

concluded that individual assignment was considered

as the preferred task by the students and lecturers.

Meanwhile, website was chosen as a media for

learning. They believed that website was better than

classroom, laboratory and library.

4.3.4 Lecturer and Student Role

In EFS learning, most students (35.29%) and

lecturers (50%) wanted the students to play a role as

an explorer. Besides that, a lot of students (29.41%)

and lecturer (50%) wanted to enable student to play a

role as a problem solver. Others roles that were

wanted by the students were researcher (14.70%),

collaborator (5.88%) and participant (14.70%).

Table 28: Students Roles

Student role

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Problem solver

10

29.41

2

50

Explorer

12

35.29

2

50

Researcher

5

14.70

-

Collaborator

2

5.88

-

Goal setter

-

Moderator

-

Facilitator

-

Scaffolder

-

Participant

5

14.70

-

Others

-

The next discussion was the lecturer roles. Many

students (11.76%) and a lecturer wanted the lecturer

(25%) to play a role as moderator. The others

students (29.41%) and a lecturer (25%) also paid

attention to facilitator role. Besides that, the students

wanted the lecturer to play a role as resource

(11.76%), scaffolder (14.70%), co-participant

(14.70%) and co-learner (17.67%). In the other hand,

A Need Analysis on English Teaching Materials for Secretarial Students

131

the lecturers wanted to play a role as coach (25%)

and monitor (25%).

Table 29: Lecturer Roles

Lecturer role

Stud. (N=34)

Lect. (N=4)

F

P (%)

F

P (%)

Resource

4

11.76

-

Scaffolder

5

14.70

-

Co-participant

5

14.70

-

Co-learner

6

17.67

-

Moderator

4

11.76

1

25

Facilitator

10

29.41

1

25

Coach

-

1

25

Monitor

-

1

25

Advisor

-

Others

-

Emidio and Barbirato (2016) found that teachers

had a very important role in the elaboration of

material in online learning.

Based on the explanation, it can be concluded

that most students and lecturers want the students to

play a role as explorer in EFS learning process. In

the other hands, most students and lecturers wanted

the lecturers to play a role as facilitator.

5 CONCLUSSION

This research was aimed to determine the needs of

Budi Luhur Secretarial Academy (ASTRI) students

and lecturers on the EFS teaching material. The

result of the research showed that main goal in EFS

learning process was to equip the students with the

skills that were used to complete secretarial tasks.

The students and lecturers believed that secretary

will often use speaking skills and writing skills in

finishing secretarial tasks. Meanwhile, vocabulary

and grammar were considered as the linguistic skill

that must be mastered by secretary. But the

researchers found the fact that students often found

the difficulties in listening because the input was too

fast, so they do not get the massage in the text. After

that, limited vocabulary was considered as the main

problem for the students in learning reading,

speaking and writing.

In the input dimension, “working with computer

was considered as the most important theme by the

students and lecturers. In the listening and speaking

inputs, dialogue was the most highlighted by

students and lecturers. In reading activity, texts with

pictures got the most attention from lecturers and

students. In writing inputs, letter, graph and diary

became the most wanted inputs by the lecturers and

students. In the procedure dimension, answering

comprehension question was a favourite procedure in

listening and reading activity. Role play was

considered as a favourite activity in learning

speaking. Arranging composition was still

considered as an activity that really helps to improve

writing skills by most students and lecturers.

Individual assignment was considered as the

preferred task by the students and lecturers.

Meanwhile, website was chosen as a media for

learning. They believe that website was better than

classroom, laboratory and library. Most students and

lecturers wanted the students to play a role as

explorer in EFS learning process. In the other hands,

most students and lecturers wanted the lecturers to

play a role as facilitator

ACKNOWLEDGEMENT

The researchers’ gratitude go to ASTRI Budi

Luhur’s Director and students for supporting this

research. Our gratitude also goes to Kemenristekdikti

and Yayasan Pendidikan budi Luhur Cakti that has

funded all the needs during the doctoral course.

REFERENCES

Al Seyabi, Fauzia and Tuzlukova, Victoria, (2014),

Writing Problems and Strategies: An Investigative

Study in the Omani School and University Context,

Asian Journal of Social Sciences & Humanities, Vol.

3(4), 37-48

Al Seyabi, Fawzia and Tuzlukova, Victoria, (2015)

Investigating EFL Reading Problems and Strategies in

Post-Basic Schools and University Foundation

Programmes: A Study in the Omani Context,

Malaysian Journal of ELT Research, Vol. 11(2), pp.

35-51.

Andayani, Hanna, (2012), Using Fun Activities to Improve

Listening Skill, Journal on English as a Foreign

Language, Volume 2, 29-35

Bachtiar, Arif Mokh. (2017), Promoting Blended Learning

in Vocabulary Teaching Through Whatsapp, Nidhomul

Haq: Jurnal Manajemen Pendidikan Islam, 106-112.

Bahrani, Taher and Soltani, Rahmatollah (2012), How to

Teach Speaking Skill?, Journal of Education and

Practice, Vol 3, No 2, 25-30

Baleghizadeh, Sasan and Oladrostam, Elnaz (2011),

Teaching Grammar for Active Use: A Framework for

Comparison of Three Instructional Techniques,

TEFLIN Journal, 74 Volume 22, Number 1, 72-92

Biancarosa, Gina and Snow, Catherine E., (2004) Reading

Next: A Vision for Action and Research in Middle and

High School Lliteracy, New York: Carnegie

Corporation.

ICELS 2019 - International Conference on Education, Language, and Society

132

Chen, Ai Hua, (2013), EFL Listeners’ Strategy

Development and Listening Problems: A Process-

Based Study, The Journal of ASIA TEFL Vol.10, No.

3, 81-101

Eissa, Hayam Mohamed Salama, (2019), Pedagogic

Effectiveness of Digital Storytelling in Improving

Speaking Skills of Saudi EFL learners, Arab World

English Journal (AWEJ) Volume 10. Number 1. 127-

138

Emidio, Denise Elaine and Barbirato, Rita de Cassia,

(2016), Curso de Inglês a Distância Utilizando um

Planejamento Temático Baseado em Tarefas: O

Professor Como Agente de Escolha, EntreLínguas,

Araraquara, v.2, n.2, 209-224

Fauzanna, Wulan, (2017), Listening Journals for extensive

listening practice of efl students at andalas university,

Proceedings of the Fifth International Seminar on

English Language and Teaching (ISELT-5), 331-335.

Fei Yu, (2015), An Analysis of Pictures for Improving

Reading Comprehension: A Case Study of the New

Hanyu Shuiping Kaoshi,

Chimezie, Okolocha and Margaret, Osahon (2015),

Professionalism in the Secretarial Profession,

International Journal for Innovation Education and

Research Vol: 3 No-11, 54-62

Flowerdew, J. and Miller, L. (1996) Lecturer Perceptions,

Problems and Strategies in Second Language Lectures.

RELC Journal 27: 23-46.

Hanif, Latifah, (2016), Developing Task-Based

Supplementary Reading Materials for the Eighth Grade

Students of Junior High Schools, Retrieved from:

http://journal.student.uny.ac.id/ojs/index.php/elt/article

/view/3012/2691

Hasan, A. (2000). Learners’ Perceptions of Listening

Comprehension Problems. Language, Culture and

Curriculum, 13, 137-153.

http://dx.doi.org/10.1080/07908310008666595

Hibbing, Anne Nielsen and Ericson, Joan L Rankin,

(2003). A Picture Is Worth a Thousand Words: Using

Visual Images to Improve Comprehension for Middle

School Struggling Readers, The Reading Teacher, Vol.

56, No. 8, 758-770

Hidayati, Kuni Hikmah, (2018) Teaching Writing to EFL

Learners: An Investigation of Challenges Confronted

by Indonesian Teachers, LANGKAWI Journal 4(1): 21-

31

Hutchinson, Tom and Waters, Alan. (1991) English for

Specific Purposes: A learning centered approach.

Cambridge: Cambridge University Press.

Khoshbakht, Fruzan and Gorjian, Bahman (2017) Using

Authentic Materials in Teaching Reading

Comprehension to EFL Learners, Journal of Applied

Linguistics and Language Learning, 3(2): 48-54

Liu, Meihua, (2007), Anxiety in Oral English Classrooms:

A Case Study in China, Indonesian Journal of English

Language Teaching Volume 3/Number 1, 119-137

Melia, Siska, Refnaldi and Ardi, Havid (2013), The

Analysis of Situation and Students’ Needs on Listening

Materials for Senior High School Grade XI: A survey

Study at Senior High School 10 Padang. Retrieved

From:http://ejournal.unp.ac.id/index.php/jelt/article/vie

w/2624

Nadzifah, Wening (2016), Improving the Reading

Comprehension Skill Using SQ3R Method in Fourth

Grade Students, Retrieved From

http://jurnalonline.um.ac.id/data/artikel/artikel55A5F9

9E4E1E92FFDD58EEBF24FD347F.pdf

Nunan, David (2004), Task-Based Language Teaching,

New York: Cambridge University Press.

Richards, J. C., J. Platt & H. Platt (1992) Longman

Dictionary of Language Teaching and Applied

Linguistics. London: Longman

Shahani, Sara and Tahriri, Abdorreza (2015) The Impact of

Silent and Freeze-Frame Viewing Techniques of Video

Materials on the Intermediate EFL Learners’ Listening

Comprehension, SAGE Open April-June: 1–8

Soltanpour, Fatemeh and Valizadeh, Mohammadreza

(2018), A Flipped Writing Classroom: Effects on EFL

Learners’ Argumentative Essays, Advances in

Language and Literary Studies, Volume: 9 Issue: 1, 5-

13.

Tabanlioglu, Selime (2003), The Relationship between

Learning Styles and Language Learning Strategies of

Pre-intermediate EAP Students. Retrieved From:

etd.lib.metu.edu.tr/upload/1014034/index.pdf

Taghavi, Elmira and Sadeghi, Karim (2008), The Effect of

Semantic Mapping on Reading Comprehension, The

Journal of Applied Linguistics Vol. 1, No. 3, 204-220.

West, R. (1994). Needs Analysis in Language Teaching.

Language Teaching, Vol. 21 (1), 1-19 .

Yolanda, Iga, Ngadiso and Sumardi (2018), Writing

Material for Office Administration Study Program in

Vocational High School: Students’ Need Analysis,

Journal of English Education, 3(2), 89-99.

Yunita, Ratna (2015), Developing Interactive Learning

Multimedia for Listening Materials. Retrieved From:

https://eprints.uny.ac.id/23648/

A Need Analysis on English Teaching Materials for Secretarial Students

133