Interrogate Indonesian EFL Learners’ Needs on Academic Writing Instruction
Mohammad Rudiyanto1, Dayat2

1Mohammad Rudiyanto, Madura University, Jl. Panglegur Km Pamekasan Jawatimur, Indonesia.
2Dayat, Yogyakarta State University, Jl. Colombo No. Yogykarta, Indonesia.
Manuscript received on 17 July 2019 | Revised Manuscript received on 02 August 2019 | Manuscript Published on 10 August 2019 | PP: 298-306 | Volume-8 Issue-2S3 July 2019 | Retrieval Number: B10520782S319/2019©BEIESP | DOI: 10.35940/ijrte.B1052.0782S319
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Abstract: The present study aims to address the graduate students’ needs on instructional and assessment practices for preparing curriculum of Teachers’ Training College in Indonesian EFL context. 184 first-year students, who are currently completing their basic writing course at first semester. Survey research was employed to gather the empirical data which covered needs analysis through Google Docs. The data were, then, analysed using frequencies of descriptive statistics in SPSS22 version. The findings revealed that writing teacher pay particular attention on designing the curriculum since students’ interest are divergent, including writing text selection, course credit, determination of teaching method, the manner of written corrective feedback, revision, and assessment. The contribution of the study is to provide basic data of student needs in academic writing instruction for developing curriculum especially in EFL Indonesian context.
Keywords: Academic Writing, Curriculum Development, EFL, Needs Analysis.
Scope of the Article: Social Sciences