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All Journal Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan
Aldy Naufal Ramadhana
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Education Languange, Linguistic, Communication & Media

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English Language Teaching Materials for the Students of Economic Development Department: A Needs Analysis Aldy Naufal Ramadhana; Soni Tantan Tandiana; Santiana Santiana
Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan  Vol. 4 No. 1 (2026): Januari : Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/pragmatik.v4i1.2897

Abstract

This research is motivated by the discrepancy between the current General English materials and the specific needs of Economic Development students, both for academic and professional purposes. This study aims to analyze the needs for English language teaching materials relevant to Economic Development students. The research employed a qualitative method with a descriptive case study approach. Data were collected through semi-structured interviews with students of varying English proficiency levels, as well as document observation. The data were analyzed using thematic analysis. The findings reveal that students possess a "dual need" in writing skills: academic writing to support their current studies and business correspondence for workforce readiness. Regarding speaking skills, students prioritize functional competence for high-stakes professional situations, such as job interviews and negotiations, which are best facilitated through interactive methods like Focus Group Discussions (FGD). Furthermore, significant barriers were identified in comprehending Macroeconomics and Public Policy texts due to a lack of technical vocabulary depth. Students also critiqued isolated grammar instruction, expressing a strong preference for a lexical approach focused on specialized economic terminology. Based on these findings, this study recommends the development of English for Specific Purposes (ESP) materials that integrate Content-Based Instruction and Task-Based Learning to bridge the gap between general proficiency and discipline-specific competence.
Co-Authors Santiana Santiana Soni Tantan Tandiana