A Need Analysis in Creative Writing Course for The Students of English Study Program UIN Satu Tulungagung
Main Article Content
Dwi Ima Herminingsih
Latifatul Isro’iyah
Roro Elshania Budiarti
An’nisa Sholihah
Need analysis is a process used to identify and evaluate stakeholders' requirements, desires, and expectations, which in this context are students of the English Education Department. It helps the lecturer or teacher understand students' target needs and how to meet those needs effectively. This research aims to know, the first, what kind of difficulties faced by Students of the English Education Department in the Creative Writing Course, the second the basic competence and the third is the material that is seen as necessary and not necessary to be taught by the English Education Department Students in Comprehending Creative Writing Course. The needs analysis was completed by distributing questionnaire items to 40 students in the 5th semester of the English Education Department as respondents to answer questions which areas related with the previously mentioned aims of study. The result of analysis indicates that most students regarded writing novels as the most challenging competence of the creative writing course than writing poems and short stories. Then, the most urgent English material that should be taught in the writing course is understanding grammar and vocabulary.
Alfaki, I. (2015). UNIVERSITY STUDENTS’ ENGLISH WRITING PROBLEMS: DIAGNOSIS AND REMEDY. International Journal of English Language Teaching, 3(3), 40–52.
Ali, H. I. H., & Abdalla Salih, A. R. (2013a). Perceived views of language teachers on the use of needs analysis in ESP materials writing. English Language Teaching, 6(3), 11–19. https://doi.org/10.5539/elt.v6n3p11
Asri, Y., Aries Taufiq, M., Hayu Afdetis Mana, L., & Eka Putri, R. (2022). Al-Ishlah: Jurnal Pendidikan. Al-Islah: Jurnal Pendidikan, 14(2), 1029–1036. https://doi.org/10.35445/alishlah.v14i1.1977
Cai, L. J. (2017). Asian-Focused ELT Research and Practice: Voices from the Far Edge. Douglas, O. O., & E. B. (2013). A Needs Analysis of Business English Programme for Tour Guide Diploma Students in Kenya.
Hutchinson, T. and W. A. (2017). English for specific purposes, a learning-centered approach. Cambridge. Cambridge University Press.
Kareviati, E., Yugafiati, R., & Resmini, S. (2020). NEED ANALYSIS OF ENGLISH DEPARTMENT STUDENTS AS THE BASIC OF MATERIAL DEVELOPMENT OF WRITING FOR GENERAL COMMUNICATION. www.ukessays.com
Morley, D. (2007). The Cambridge introduction to creative writing. Cambridge University Press.
Nik, Y. A., Sani, B. B., Chik, M. N. B., Jusoff, K., & Hasbullah, H. R. Bin. (2010). The writing performance of undergraduates in the University of Technology Mara, Terengganu, Malaysia. Journal of Languages and Culture, 1(1), 8–14.
Alisha, F., Safitri, N., & Santoso, I. (2019). Students’ difficulties in writing EFL. Professional Journal of English Education, 2(1), 20–25.
Daulay, I. K., Br Ginting, E. L., Manik, F. O., Siringo-ringo, W., & Sitohang, H. (2021). the Effect of Online Learning in Students’ Creativity on Writing Descriptive Text About Local Tourism. Journal of Language, 3(2), 272–278. https://doi.org/10.30743/jol.v3i2.4592
Hastuti, S. D. S., & Widyantoro, A. (2015). the Influence of Vocabulary and Grammar Mastery on Students’ Writing Skill. Baster, 1(1), 71.
Nugraha, D. S. A. (2021). Problems Encountered by Students in Online Creative Writing Class and the Solutions. Edulingua: Jurnal Linguistiks Terapan Dan Pendidikan Bahasa Inggris, 8(2), 33–44.
Pratiwi, N. Y. (2019). THE ANALYSIS OF PROBLEMS ENCOUNTERED BY BEGINNER WRITER IN WRITING A SHORT STORY: A Case Study in Creative Writing Class. Indonesian Journal of Educational Research and Review, 2(3), 402. https://doi.org/10.23887/ijerr.v2i3.22691
Robinett, B. W., Hutchinson, T., & Waters, A. (1988). English for Specific Purposes: A Learning-Centred Approach. The Modern Language Journal, 72(1), 73. https://doi.org/10.2307/327576
Yuliawati, L. (2021). The Effects of Vocabulary and Grammar Mastery on Students’ Writing Skill. Journal of English Language Learning, 5(2), 113–118. https://doi.org/10.31949/jell.v5i2.3450
