needs-analysis
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- PaperDOAJ — Language assessment1 Jul 2026
The Design of Language Testing and Evaluation Materials for the English Department
Irra Wahidiyati, Windhariyati Dyah K, Ghaida Thifal
A needs analysis of English department students and lecturers at UIN Purwokerto revealed gaps in language testing and evaluation materials. The study designed a 9-chapter textbook covering assessment principles, test construction, and rubric development for listening, speaking, reading, writing, grammar, and vocabulary. The integrated resource aims to enhance Language Assessment Literacy among pre-service teachers.
Original abstract
Background - The students of Tadris Bahasa Inggris need explicit material about assessments and tests. They need the material to develop listening and speaking skills. Next, the TBI students must master the creation of writing and reading test items. In addition to creating writing and reading test items. Urgency of Research – The needs analysis shows that students’ needs regarding the Language Testing and Evaluation subjects in the English Department of UIN Prof. K. H. Saifuddin Zuhri Purwokerto. They need information on how to create assessment rubrics for them. The learning materials used are compiled to meet the students' needs. Research Objectives – This study conducts a needs analysis of students' needs regarding the Language Testing and Evaluation subject and designs new material for it. Research Method - A mixed method was used to answer the research questions. The researcher analyzed the institution's problems and assessed whether students' needs aligned with the syllabus or lesson plan. The information sources were 100 students and 2 lecturers. Research Findings – The draft of the material consists of 7 chapters. Chapter 1 discusses assessment concepts and issues. Chapter 2 discusses the principles of language assessment. Chapter 3 discusses the design of classroom language tests and standardized testing. Chapter 5 discussed the assessment of listening, including intensive, responsive, selective, and extensive listening. Chapter 6 discusses assessing speaking, including imitative, intensive, responsive, interactive, and extensive speaking. Chapter 7 discusses the assessment of reading, including perceptive, selective, interactive, and extensive reading. Chapter 8 discusses assessing writing, including imitative, intensive, responsive, and extensive. Chapter 9 discusses the assessment of grammar and vocabulary. The last chapter discusses the grading and evaluation process. Research Conclusion & Novelty - The materials integrate assessment theory, test construction, and rubric development for all language skills into a single contextualized resource designed to promote Language Assessment Literacy.
- PaperDOAJ — ELT & TESOL1 Nov 2021
The English Language Needs for Information Technology: A Comparison Case of Professionals and Students
Rizky Eka Prasetya
The study surveyed 243 students and 23 IT professionals to compare their English language needs for information technology. Professionals primarily need English for writing project reports, while students need it for global communication. Both groups value reading for summarizing information, but differ in speaking and writing priorities.
Original abstract
English has established itself as a global lingua franca. The global growth in the usage of English has resulted in many reforms within educational institutions. The study aims to ascertain and examine English needs for information technology purposes among professionals and learners on a wide scale. A quantitative descriptive approach with a survey research design was employed in the study, and it applied to the Cross-Sectional survey design. Mailed questionnaires were collected from 243 students’ and 23 professionals. According to the questionnaires, the result found that professional purposes for learning English are to complete written-project reports or papers, while students must communicate with the global community. The English learning outcome implied different aims. The professionals want to complete language instructions for information technology processing, but students expect information access to the products. Professional speaking abilities are concerned with asking clarifications in the group or personal meetings, yet students concern more in taking and receiving the phone calls. In the same manner as writing, professionals and students have the same expectation that is to produce formal reports in academic or professional situations. Both participants perceive the responses by reading ability concerned to the summarizing detail information. This study affirmed an interrelation between the English standing in professional IT and students’ IT positions in communication experiences in their present circumstances.