Oral english communication needs in Business English classroom in a higher learning institute in Indonesia

Abstract

Needs analysis aims to improve the teaching and learning by addressing the target and learning needs of learners. Previous studies have focused on addressing target oral English communication (OEC) needs to increase ability of learners but neglected needs to increase willingness. The study addressed the two types of needs of a Business English (BE) class by identifying the mismatches between OEC competencies prepared in the prerequisite subjects and the competencies required in the BE classroom, the impeding factors and OEC needs patterns to address the gap which impact teaching and student learning practice. This study employed a mixed method approach design. Independent variables of this study were learners’ perception on frequency, importance and difficulty in using OEC under academic and professional contexts in BE class. The population of the study was students of Diploma 4 and Diploma 3 classes from a higher learning institution in Maksassar City, Indonesia. A non-probability sampling technique was used to select 159 survey participants and purposive sampling was used to select four students as interviewees and classroom observation participants. Descriptive analysis showed moderate level of effectiveness of learners in using OEC participants and thematic analysis found lack of ability of using language function as the most dominant factor impeding the ability of learners. Lecturer’s error treatment, on the other hand, was considered as the most dominant factor impeding the willingness, and lack of access to learning facility was the most major factor impeding the learning opportunity of learners to develop OEC in BE class. To reduce the impeding factors, the study revealed three impactful patterns of OEC needs. Firstly, to provide students with language function ability by including the ability in the prerequisite subjects. Secondly, to address the willingness impeding factors with flexible and friendly error treatment for students. Finally, to reduce the learning opportunity impeding factor by creating regulation allowing students free access to learning facilities. Findings have practical implication for improving the pre-requisite syllabi content, teaching approach and learning environment for the teaching and learning of BE practice as well as providing new insights in discovering the target and OEC learning needs of learners in BE classroom.