A Need Analysis of English-Speaking Module for Phase C Elementary Learners
DOI:
https://doi.org/10.57176/gxfybw11Keywords:
elementary learners, English speaking materials, need analysis, QR-code-integrated module, speaking skillsAbstract
Developing an English-speaking module that aligns with the learning objectives for Phase C at the elementary school level, particularly one equipped with audio or QR codes that can support children in learning pronunciation, is important for promoting successful learning. This study aimed to investigate the English-speaking learning needs of Phase C elementary learners and teachers' expectations regarding English-speaking module as the basis for developing a QR-code-integrated English-speaking module. This study employed a descriptive qualitative design with a needs analysis approach involving 115 Phase C elementary students and five English teachers in Jember, East Java. Data were collected through questionnaires and analysed using descriptive statistics and thematic analysis. The findings indicate that learners continue to experience difficulties with vocabulary mastery, pronunciation, speaking confidence, fluency, and understanding conversational expressions. They showed a strong preference for interactive speaking activities and expected contextualized materials supported by pronunciation guidance and multimedia learning resources. Meanwhile, teachers confirmed these learning difficulties and emphasized the need for a communicative, student-centered, and practical speaking module that is suitable for elementary learners. They also expressed strong support for integrating QR codes into speaking modules to provide access to pronunciation audio and conversation videos for classroom and independent learning. Overall, the findings provide an empirical foundation for developing a QR-code-integrated English-speaking module that addresses both students' learning needs and teachers' instructional expectations.
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