A Need Analysis Of English Writing Skills as the Base to Design The

Learning Materials From A Public Senior High School In Yogyakarta

Hilda Asrina *
1

English Education Department, Faculty of Language, Art, and Culture, Yogyakarta State University,
1

Yogyakarta, Indonesia
*Email: Hildaasrina.2023@uny.ac.id

Abstract

Keywords:

Introduction

Writing is a fundamental skill in language acquisition, representing a complex process

that demands both cognitive and linguistic abilities. Among the four language skills (listening,
speaking, reading, and writing), writing is often perceived as the most challenging by students
due to its requirements for coherence, organization, and correct usage of grammar and
vocabulary. It not only requires learners to produce ideas but also to present them logically and
accurately, aligning with the structural norms of the target language. For students in Indonesia,
especially in secondary education, writing in English presents unique difficulties due to the
differences between English and their native language structures. These challenges underline the
importance of developing tailored learning materials that address students' specific writing needs
to facilitate effective learning outcomes.

Needs analysis is widely recognized in educational contexts as an essential tool for

curriculum development and material design, ensuring that teaching resources align with
learners' requirements and goals. In the context of English language learning, needs analysis
involves assessing learners' language proficiency, skills deficits, and learning preferences to
design materials that cater directly to their developmental needs. This approach helps educators
address the specific linguistic and cognitive barriers faced by students, fostering engagement and
promoting improved learning outcomes. Nazwa (2023) highlights that needs analysis in language
education is a systematic process of collecting and analyzing data about students to understand
the gap between their current competencies and the learning objectives set by the curriculum.

In Indonesia, where English is learned as a foreign language, students often lack ample
exposure to practical English usage, especially in productive skills like writing. As a result,
secondary education students commonly experience difficulties in written expression,
encompassing issues with paragraph organization, vocabulary selection, and grammar. Studies
by Suparman (2023) indicate that writing skills development benefits significantly from targeted
learning materials that consider learners' specific linguistic backgrounds and common errors.
These insights suggest that needs-based material design can address these challenges by
providing exercises and resources that focus on students' weak areas, enhancing their writing
abilities more effectively than standard curricula.

For high school students in Indonesia, writing in English can be especially challenging
due to the nuanced differences between Indonesian and English in syntax, grammar, and lexical
choices. Previous studies have demonstrated that Indonesian students face significant obstacles
in achieving proficiency in English writing. They struggle with organizing ideas, using
appropriate vocabulary, and following grammatical conventions, which results in suboptimal
written output. According to (Susanto et al., 2024) theory of learning needs, addressing these
specific needs is essential to ensure students are motivated and capable of progressing in their
language acquisition journey. Learning materials that are designed based on a comprehensive
understanding of students' needs can bridge the gap between current and desired competencies,
fostering not only improvement in writing but also overall language proficiency.

Moreover, research has shown that effective writing materials should incorporate various
paragraph types and text structures to familiarize students with different forms of written
expression. For instance, (Aulia, 2024) emphasize the importance of introducing diverse text
types such as narrative, descriptive, and expository texts, as these forms prepare students for
real-world communication needs. Similarly, teaching paragraph development techniques, such as
definition, cause-effect, and classification, enables students to present their ideas more
effectively and cohesively. This diversified approach in material design aligns with students’
academic requirements, as well as the broader communicative demands they will encounter
beyond the classroom.

In addition, the use of needs analysis in designing English learning materials is aligned
with national education standards, which prioritize student-centered learning to enhance
engagement and achievement. Indonesian educational policies advocate for curriculum
development that is responsive to student needs, promoting a supportive and adaptive learning
environment. By identifying specific weaknesses and preferences in writing, educators can create
materials that not only improve students’ language proficiency but also encourage active
participation and independent learning. According to Ginting (2024) , adapting educational
resources to meet students' specific needs is a key factor in achieving successful learning
outcomes, particularly in skill-based subjects such as language acquisition.

Given the existing gap in English writing skills among Indonesian high school students,
conducting a needs analysis at a senior high school in Yogyakarta offers valuable insights into
their particular challenges and preferences. By assessing their needs, this study aims to inform
the design of English writing materials that are well-suited to their learning context. The findings
are expected to serve as a foundation for developing resources that target the main areas of
difficulty, thereby enhancing the effectiveness of English language instruction. Such materials
are not only expected to improve students’ writing abilities but also to increase their motivation
and confidence in using English as a tool for communication. In conclusion, a needs analysis-
based approach in designing English writing materials holds promise for addressing the specific
learning requirements of Indonesian high school students. By focusing on their unique
challenges and preferences, this study seeks to create resources that support the development of
essential writing skills, bridging the gap between their current competencies and the demands of
academic and professional English

Literature review

The process of designing effective English learning materials, especially for writing
skills, relies heavily on the foundational framework of needs analysis. Needs analysis serves as a
diagnostic approach to identify the specific requirements of learners and tailor instructional
materials accordingly. In language education, it involves determining the linguistic, cognitive,
and contextual needs of students to create resources that align with their unique profiles.
According to Brown (2009), needs analysis is the systematic process of gathering information to
understand the gaps between learners' current language abilities and the goals of the curriculum.
This information is critical in ensuring that instructional materials are relevant, targeted, and
impactful, particularly for skills like writing, which demand precision in language structure,
vocabulary, and coherence.

Indicators in Needs Analysis

Effective needs analysis encompasses several key indicators that guide educators in
identifying areas for material development. One of the primary indicators is language
proficiency, which helps assess the learner's current skill level and potential areas of
improvement. By understanding where students struggle, educators can prioritize certain
linguistic aspects, such as grammar or vocabulary, that are essential for writing proficiency
(Long & Doughty, 2009). Additionally, cognitive abilities are an essential indicator in writing
skills development, as writing involves higher-order thinking processes, such as organizing
ideas, constructing logical arguments, and presenting cohesive narratives. By focusing on these
indicators, educators can design materials that support both linguistic and cognitive growth in
students, leading to more effective language acquisition.

Furthermore, learning context plays a significant role in shaping students' needs. Factors
such as cultural background, previous exposure to English, and the purpose of language learning
all influence students' learning processes and outcomes. As Richards (2001) points out,
understanding the learning context is crucial for creating materials that resonate with students’
real-world communication needs, making the learning experience more meaningful and
motivating. In Indonesia, where English is typically a foreign language, these contextual factors
are particularly relevant, as learners may have limited exposure to authentic English usage
outside the classroom, impacting their writing skills.

Target Needs

Target needs in language education refer to the requirements that students must fulfill to
achieve proficiency in specific skills, such as writing. Target needs involve three main
components: necessities, lacks, and wants (Hutchinson & Waters, 1987). Necessities are the
skills students must acquire to function effectively in their learning or professional environments.
In writing, necessities might include organizing information coherently, using appropriate
vocabulary, and adhering to grammatical rules. By identifying these necessities, educators can
prioritize the instructional objectives and ensure that materials focus on the essential
competencies required for proficient writing.

On the other hand, lacks are the areas where students demonstrate deficiencies or gaps in
knowledge, such as difficulties with paragraph development or limited vocabulary. Needs
analysis enables educators to recognize these gaps and create targeted exercises that address
these specific weaknesses. For example, studies have shown that Indonesian students often face
challenges in constructing cohesive paragraphs due to limited exposure to English syntax and
discourse structures, which emphasizes the importance of addressing these lacks in instructional
materials (Anderson & Anderson, 1997).

Finally, wants reflect the learners' personal interests and preferences in language learning.
While wants may not always align with academic necessities, they contribute to student
motivation and engagement. Incorporating tasks that align with students' interests, such as
writing about familiar topics or using culturally relevant examples, can enhance the learning
experience. Needs analysis not only identifies students' academic needs but also considers these
motivational aspects to make learning more enjoyable and effective (Brindley, 1989).

Learning Needs

Learning needs pertain to the methods, resources, and strategies that students require to
successfully acquire language skills. According to Richards (2001), learning needs include
factors such as preferred learning styles, instructional approaches, and the types of activities that
facilitate engagement and retention. For writing skills, learning needs might involve practicing
various text structures, such as descriptive and expository texts, or exercises that focus on
paragraph development strategies like cause-effect or comparison. By recognizing students'
learning needs, educators can implement diverse teaching methods, such as collaborative writing
tasks or peer feedback sessions, that support skill acquisition and enhance students' confidence in
writing.

Moreover, learning strategies play a crucial role in addressing learning needs, as they
help students process information more effectively and develop self-regulation skills. Oxford
(1990) highlights that teaching metacognitive strategies, such as planning and revising, is
essential in writing instruction, as it enables students to manage their learning process and make
adjustments based on feedback. This focus on strategic learning is especially beneficial in
Indonesia, where writing is considered one of the more challenging skills, and students require
structured guidance to build their confidence and proficiency.

Needs Analysis in Indonesian Context

The context of English learning in Indonesia poses unique challenges due to the limited
opportunities for practical English usage outside the academic environment. As such, needs
analysis becomes essential in understanding how students can develop writing skills within this
context. According to research by Ampa (2015), Indonesian students often struggle with
fundamental writing skills, including organization and vocabulary usage, due to insufficient
exposure to English writing conventions. Therefore, implementing a robust needs analysis
framework can help educators develop materials that bridge these gaps, aligning with national
educational objectives to improve English proficiency across secondary schools.

In addition, needs analysis provides insights into the specific educational needs that can
inform policy and curriculum development. Indonesian education authorities emphasize the
importance of creating student-centered learning environments that adapt to the diverse needs of
learners across the country. By applying needs analysis, schools and institutions can design
programs that foster a supportive learning atmosphere, motivate students, and ultimately lead to
improved language competence (Seels & Glasgow, 1990).

Needs Analysis in Language Learning

Needs analysis is a systematic process that plays a crucial role in language curriculum
design, particularly in identifying the specific requirements of learners. It involves gathering and
analyzing information about learners' current language abilities, their goals, and the contexts in
which they will use the language. This diagnostic approach allows educators to tailor
instructional materials and methodologies to meet the unique needs of their students, ensuring
that the curriculum is relevant and effective (Brown, 2009). By understanding the gaps between
learners' existing skills and the desired outcomes, educators can create targeted interventions that
enhance language acquisition and proficiency.

In the context of language learning, needs analysis serves multiple purposes. It helps in
identifying the linguistic, cognitive, and contextual factors that influence learners' experiences.
For instance, understanding students' language proficiency levels can guide the selection of
appropriate materials and activities that challenge them without causing frustration (Long &
Doughty, 2009). Additionally, recognizing the cognitive demands of writing tasks, such as
organizing ideas and constructing coherent arguments, allows educators to design resources that
foster higher-order thinking skills essential for effective communication (Richards, 2001).
Ultimately, needs analysis ensures that the curriculum is aligned with learners' real-world
communication needs, making the learning experience more meaningful and engaging.

Writing Skill Development

Writing skill development encompasses several essential components that contribute to

effective communication. One of the foundational elements is paragraph development, which
involves structuring ideas logically and cohesively. A well-developed paragraph typically
includes a clear topic sentence, supporting details, and a concluding sentence that reinforces the
main idea. This structure is vital for guiding readers through the text and enhancing overall
comprehension (Anderson & Anderson, 1997).

Moreover, understanding the different types of texts—such as descriptive, narrative,

expository, and persuasive—is crucial for developing versatile writing skills. Each text type has
distinct characteristics and purposes, requiring writers to adapt their language and structure
accordingly. For instance, expository writing demands clarity and organization to convey
information effectively, while narrative writing focuses on storytelling elements that engage the
reader (Hutchinson & Waters, 1987).
 Core writing elements, including vocabulary, content, organization, and mechanics, also
play a significant role in writing proficiency. A rich vocabulary allows writers to express their
ideas more precisely, while well-organized content ensures that the message is conveyed
logically. Additionally, attention to mechanics—such as grammar, punctuation, and spelling—is
essential for producing polished and professional writing (Brindley, 1989). By addressing these
components through targeted instruction and practice, educators can significantly enhance
students' writing skills, ultimately leading to improved language competence and confidence in
their abilities. In conclusion, needs analysis is a vital component of language curriculum design
that informs the development of writing skills. By focusing on the essential elements of writing
and understanding learners' needs, educators can create effective instructional materials that
foster growth and proficiency in language learning.

Method

Findings

Discussion

Conclusion
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