The objectives of the research are (1) to identify and analyze the target
needs of the students of educational technology; (2) to identify and analyze the
learning needs of the students of educational technology; and (3) to develop the
appropriate learning materials for students of educational technology.
Development learning model used in this study is Instructional Design
Model ASSURE: Analyze learners, State objectives, Select instructional methods
media and materials, Utilize media and materials, Require learner participation, and
Evaluate and revise (Heinich et al., 2002, 2004). The population and sample are in the
introduction stage, in the developing stage, and in the testing stage. It was obtained
through three instruments: an interview with six students, seven graduates and six
ESP lecturers; questionnaires completed by 120 students, 106 graduates and 20 ESP
lecturers (STKIP Muhammadiyah Rappang and STKIP Muhammadiyah Bone).
Triangulation of data tools, resources, and places helps improve the validity and
reliability of findings. Data collected from documents and interview transcripts were
analyzed qualitatively, while those collected from the questionnaires were analyzed
quantitatively using the SPSS program. The findings of the needs analysis of
language indicated that reading is a very important skill followed by writing,
speaking, and listening, all for the students’ academic studies as well as for their
target careers.
In general, the results of the evaluation showed that while the English for
Educational Technology (EET) course is very helpful, there are some limitations
including the curriculum, instructional materials used and the assessment procedures
adopted. As such, the study proposes a new ESP curriculum based on stakeholder
needs. The study also recommends providing teacher training and recruitment of
additional ESP faculty as a first step towards the necessary improvements. It is also
concluded that collecting multiple data types from different sources and places are
needed to address many of the problems commonly associated with needs analysis
and evaluation studies. This research develops three units of materials based on needs
analysis; introduction, main lesson, and reinforcement. Regarding students' learning
needs, inputs include text, images, explanations, and vocabulary lists. The activities
apply the five steps of the scientific approach: observing, questioning, collecting,
analyzing, and communicating.
Based on the analysis of the data from the experts judgment and
stakeholders (students and ESP lecturers), the mean score of all aspects of the six
developed units, in the scales of 1-4 are 3.9 and 3.81 which is in the range of 3.25 <
≤ 4.00 and can be categorized as Very Good
