EFL Need Analysis Among Eighth Graders: Aligning With 8 Dimensi Profil Lulusan
Abstract
This research was conducted to identify the English learning needs of eighth-grade students at MTs Muhammadiyah Alamanda using the mixed method approach by integrating quantitative data from the questionnaire and qualitative data obtained from interviews. The questionnaire was designed with 15 questions answered by 20 participants based on the four-point Likert scale where 10 questions had validity scores above r-count > 0.444 and high reliability value of Cronbach's Alpha = 0.858. Based on the descriptive statistics, consistent positive scores were gained across all valid questions ranging between 3.35 to 3.75. The highest needs of students were found in the categories of corrective feedback from the teacher (M = 3.75), classroom atmosphere that is supportive (M = 3.75), and speaking skills required for social interactions (M = 3.70). It was further identified in the qualitative results gathered from interviews with teachers and students that the students preferred dynamic and interactive learning activities to passive ones. With the process of triangulation of both sets of data, the needs of the students have been analyzed in connection with the 8 Dimensi Profil Lulusan namely, Communication, Critical Thinking, Creativity, Collaboration, Independence, Citizenship, Health, and Faith & Piety.
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Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
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Septy, A. P. (2022). New Learning Adaptation of the Online-Offline Courses. Modality Journal: International Journal of Linguistics and Literature, 2(1), 72. https://doi.org/10.30983/mj.v2i1.5622
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Artika, F. S., & Fitriani, S. (2024). Perceptions of the English Language Intensive Course for Overseas Students’ Program Toward Vocabulary Learning Strategies. Jurnal Educative: Journal of Educational Studies, 9(1), 14–24. https://doi.org/10.30983/educative.v9i1.8553
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, J. D. (1995). The elements of language curriculum. Heinle & Heinle Publishers.
Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.
Christison, M., & Murray, D. (2022). What English language teachers need to know Vol. III: Designing curriculum. Routledge Taylor and Francis Group.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
Creswell, J., & Creswell, D. (2018). Research Design.
Devinta Ahmanda, W., & Wit Daryono, R. (2024). The Influence of Academic Supervision and Professional Competence on Teacher Performance Through Work Commitment. Jurnal Educative: Journal of Educational Studies, 9(2), 138–156. https://doi.org/10.30983/educative.v9i2.8658
EF Education First. (2024). EF English Proficiency Index 2024: A comprehensive ranking of countries/regions by their English skills.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Estaji, M., Momeni, A., & Brown, G. T. L. (2026). Transformative learning in teacher development: the impact of a teacher education course on EFL teachers’ perceptions and experiences of the emotional dimensions of language assessment literacy. Language Testing in Asia, 16(1). https://doi.org/10.1186/s40468-026-00434-8
Fajrinniar ’ainiyah, A., & Prasetyarini, A. (2024). TEACHERS PERSPECTIVES REGARDING THE IMPLEMENTATION OF MERDEKA BELAJAR IN ENGLISH CLASS: AN EXPLORATORY STUDY IN INDONESIAN CONTEXT. In Jurnal Pendidikan Bahasa Inggris Proficiency (Vol. 6, Issue 2).
Farhady, H., & Selcuk, M. (2022). Classroom-based Diagnostic Assessment Practices of EFL Instructors. Iranian Journal of Language Teaching Research, 10(2), 77–94. https://doi.org/10.30466/ijltr.2022.121184
Kardena, A. (2015). Change of curriculum and its implication on teachers’ performance in EFL classroom. Proceedings of ISELT FBS Universitas Negeri Padang.
Kardena, A. (2023). Self-reflection of EFL teachers in facing the independent curriculum. Proceeding of AsiaTEFL Conference 2023, 311–321. https://asiatefl.org/main/main.php?main=10&sub=2
Kartikawati, U. (2025). NEEDS ANALYSIS OF ELT RESEARCH METHODOLOGY TEACHING FOR UNDERGRADUATE STUDENTS: PERSPECTIVES FROM LEARNERS. In Jurnal Pendidikan Bahasa Inggris Proficiency (Vol. 7, Issue 1).
Krashen, S. D. . (1985). Principles and practice in second language acquisition. Pergamon.
Kvale, S. (2007). Doing Interviews. SAGE Publications.
Laksono, K., Rohimah, N. K., & Fauziati, E. (2024). Exploring challenges of Indonesian EFL teachers in implementing differentiated instruction in ELT classroom. PANYONARA: Journal of English Education, 6(2), 1–14.
Lestari, M. B., & Margana. (2024). Communicative Language Teaching (CLT) implementation in Kurikulum Merdeka: A lesson from English teachers’ voices. Journal of Languages and Language Teaching, 12(4), 1657–1672.
Ministry of Education, C. R. and T. (2025). Standard of graduate competency and the 8 dimensions of graduate profile.
Nasution, S. L., Dewi, M. P., Sjech, U. I. N., & Djambek, M. D. (2022). Abstrak Teaching English has developed dramatically in the recent years because globalization impact and everyone should understand English as their International language . The development of English education can also be seen in Indonesia , in which Eng. 2(2), 105–119.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge Taylor and Francis Group.
Nujhati, K., & Nurkamto, J. (2024). Traditional Gender Stereotypes: A Critical Analysis of Visual Representation in Indonesian Senior High School EFL Textbooks. Jurnal Educative: Journal of Educational Studies, 9(2), 169–181. https://doi.org/10.30983/educative.v9i2.8852
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson Education.
Reza, F., Rohmah, Z., & Abdullah, N. N. (2023a). Challenges in Implementing Kurikulum Merdeka for EFL Teachers. JEELS (Journal of English Education and Linguistics Studies), 10(2), 439–469. https://doi.org/10.30762/jeels.v10i2.1899
Reza, F., Rohmah, Z., & Abdullah, N. N. (2023b). The challenges of implementing Kurikulum Merdeka for EFL teachers. ResearchGate Publication.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Roza, V., & Sakti, G. (2018). Students’ Book Textual Enhancement-Based Model for Complex Sentences. www.google.com
Septy, A. P. (2022). New Learning Adaptation of the Online-Offline Courses. Modality Journal: International Journal of Linguistics and Literature, 2(1), 72. https://doi.org/10.30983/mj.v2i1.5622
Ubaidila, B., & Asmiyah, S. (n.d.). Does It Stand The Time? A Systematic Literature Review on Drilling for Teaching English to Young Learners Attribution-ShareAlike 4.0 International License-(CC-BY-SA). Modality : International Journal of Linguistics and Literature, 5(2), 141–155. https://doi.org/10.30983/mj.v4i2.10362
Published
2026-07-01
How to Cite
UTARI, Zeli et al.
EFL Need Analysis Among Eighth Graders: Aligning With 8 Dimensi Profil Lulusan.
Jurnal Pendidikan Bahasa Inggris Proficiency, [S.l.], v. 8, n. 2, p. 222-234, july 2026.
ISSN 2775-0450.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/PROFICIENCY/article/view/8965>. Date accessed: 01 july 2026.
doi: https://doi.org/10.32503/proficiency.v8i2.8965.
Section
Articles
