Articles

English Language Needs of Retail Store Employees: A Study on Communication Demands in Business Transactions

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This study investigates the English language needs of retail store employees in conducting business transactions and identifies the types of English-speaking activities required to support effective communication in retail settings in Toraja, South Sulawesi, Indonesia. Employing a qualitative descriptive design with thematic analysis following Miles, Huberman, and Saldaña’s interactive model, data were collected through in-depth semi-structured interviews, workplace observations, and document analysis involving twelve retail store employees and four store managers across four retail establishments. Thematic analysis revealed five principal English language need domains: transactional communication, product knowledge communication, complaint and conflict resolution, relationship-building and rapport, and digital-mediated communication. Furthermore, seven essential English-speaking activity types were identified: greeting and service initiation dialogues, product inquiry and recommendation exchanges, negotiation and price discussion activities, complaint handling and problem-solving conversations, telephone and digital communication practices, cross-cultural interaction simulations, and professional presentation and reporting activities. The findings demonstrate that retail employees’ English communication needs extend significantly beyond basic conversational competence to encompass domain-specific vocabulary, pragmatic awareness, and interactional strategies essential for navigating the communicative demands of contemporary retail environments. These findings contribute to the needs analysis literature in English for Specific Purposes and offer empirically grounded implications for language curriculum design, workplace training programs, and English language policy in retail and service industries.

English Learning in the Interior of Papua: Unveiling Student Needs and Pedagogical Realities in Vocational Schools

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English language education in Indonesia’s 3T (Frontier, Outermost, and Disadvantaged) regions remains critically underexamined, particularly in vocational school contexts where language proficiency carries direct implications for students’ economic futures. This study investigates the characteristics of English learning currently implemented in vocational schools in the interior of Papua and examines students’ needs for more effective English instruction in 3T areas. Employing a qualitative case study design, data were collected through semi-structured interviews with three English teachers and five Grade X vocational students, supplemented by non-participant classroom observations and document analysis. Data analysis followed Miles, Huberman, and Saldana’s (2020) interactive model of data condensation, display, and conclusion drawing. Findings reveal that current English instruction is shaped by ten intersecting themes, including persistent foundational skill deficits, teacher-led contextual and creative adaptations, severe resource scarcity, technology constraints with teacher-dependent access, and strategic use of local language as a pedagogical bridge. Analysis of student needs identified twelve themes, encompassing strong preferences for interactive and game-based activities, locally relevant content connected to Papuan cultural heritage, comprehensive skill development with emphasis on speaking and reading, critical access to basic learning resources, collaborative learning structures, and robust future-oriented motivation centered on career aspirations in tourism and hospitality. The findings underscore the urgent need for differentiated curriculum approaches, investment in foundational resources, infrastructure development, and culturally responsive pedagogical models tailored to the realities of remote Indonesian education.

Speaking Skills Development in Indonesian Senior High School: A Mixed Methods Needs Analysis of Student Preferences, Challenges, and Teacher Support

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Despite widespread recognition of speaking proficiency as central to English language learning, senior high school students in Indonesia continue to exhibit significant difficulties in oral communication, and the specific preferences, challenges, and support needs driving these difficulties remain insufficiently understood. This study investigates two interrelated questions: (1) what types of learning activities do students prefer to enhance their speaking skills, and (2) what challenges do students encounter in learning English speaking skills, and what teacher support do they identify as most beneficial? A convergent mixed-methods design was employed, integrating quantitative data from a 25-item Likert-scale questionnaire administered to 15 students across five needs analysis dimensions Target Situation Analysis (TSA), Present Situation Analysis (PSA), Learning Needs (LN), Learners’ Wants (LW), and Learning Preferences (LP) with qualitative data from semi-structured interviews conducted with five purposively selected participants. Quantitative data were analysed using descriptive statistics; qualitative data underwent systematic thematic analysis following Miles, Huberman, and Saldaña’s (2020) interactive model. Findings revealed that students demonstrated Very High awareness of speaking importance (TSA M = 4.78) while simultaneously recognising significant deficiencies in current proficiency (PSA M = 3.83), particularly vocabulary limitations (M = 4.00) and difficulty expressing ideas fluently (M = 3.93). Students articulated strong learning needs (LN M = 4.41), prioritising frequent oral practice (M = 4.53), immediate constructive feedback (M = 4.40), and teacher modelling. Qualitative analysis identified six themes: linguistic challenges, affective barriers, peer influence, classroom contextual factors, out-of-class environmental factors, and desired teacher support. The consistent convergence of quantitative and qualitative strands strengthens the validity of the findings and generates evidence-based implications for speaking instruction design, teacher professional development, and curriculum policy in Indonesian EFL contexts.​

Exploring the Need for a Prophetic-Based Group Counseling Model to Enhance Student Discipline in Madrasah Aliyah

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Student discipline is a crucial aspect of character education in Madrasah Aliyah. However, various studies reveal that many students still exhibit low levels of self-regulation, punctuality, and responsibility, which hinder the achievement of optimal learning outcomes. Conventional group counseling models often emphasize normative behavioral correction, yet they lack integration with spiritual and contextual approaches. This study aims to explore the need for a prophetic-based group counseling model in strengthening student discipline. Using a descriptive approach, data were collected from teachers, counselors, and students in several Madrasah Aliyah through questionnaires, interviews, and observations. The findings indicate that (1) the current guidance and counseling services are not sufficient to address the root causes of disciplinary problems, (2) there is a strong expectation from teachers and students for a more holistic model that integrates prophetic values shiddiq (honesty), amanah (trustworthiness), tabligh (communication), and fathanah(wisdom), and (3) institutional support and policy alignment are required to ensure sustainability. The study highlights that incorporating prophetic values into group counseling can provide not only behavioral regulation but also moral-spiritual reinforcement, which is essential for fostering disciplined, responsible, and ethical students in Islamic schools. These results serve as the foundation for developing a prophetic-based group counseling model that aligns with both educational goals and character-building initiatives in Madrasah Aliyah.

Analysis of Student Needs for Interactive Physics Learning Module Based on Agricultural Systems at SMK Negeri Luyo

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This study aims to analyze the needs of students at SMK Negeri Luyo for an interactive physics learning module based on agricultural systems in Polewali Mandar. Physics learning at this school still faces several challenges, such as the lack of connection between physics material and students’ daily lives, the limited availability of contextual teaching materials, and the use of conventional teaching methods. As a result, students find it difficult to understand physics concepts because the material taught remains abstract and is not sufficiently linked to agricultural practices, which are a significant part of their lives. This study employs a descriptive method with a qualitative and quantitative approach. Data were collected through observations, teacher interviews, and questionnaires distributed to students to determine their needs for an interactive learning module. The results indicate that students require more interactive and context-based teaching materials to understand the relationship between physics concepts and their daily lives, particularly in the agricultural sector. Most students prefer learning media that incorporate interactive simulations, project-based experiments, and case studies that connect physics concepts with agricultural practices in their area. Furthermore, teachers face challenges in developing contextual teaching materials due to time constraints and limited resources. Based on these findings, the study emphasizes the necessity of developing an interactive physics learning module based on agricultural systems to enhance students’ understanding, interest, and motivation in learning. The development model used in this study is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which enables systematic module design tailored to the needs of students and teachers.