Analysis of Students’ Needs in Speaking Skill of English Department Students at UIN Datokarama Palu

Analysis of Students’ Needs in Speaking Skill of English Department Students at UIN Datokarama Palu

Eva Fajrianti, Nurdin, Ana Kuliahana, Ruslin

English Department, UIN Datokarama Palu

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000141

Received: 29 July 2025; Accepted: 02 August 2025; Published: 01 September 2025

ABSTRACT

This study aims to determine the types of students’ needs in speaking skills. Students in many ways experience difficulties in speaking because their needs have not been optimally met. Speaking needs are divided into two perspectives, namely the linguistic perspective and the non-linguistic perspective. Therefore, it is important to identify the difficulties they use to overcome these challenges. This study used a qualitative approach with a descriptive design. The participants were six fourth-semester students majoring in English at UIN Datokarama Palu in the 2023 academic year. Data were collected through observation, semi-structured interviews, and document review to determine the students’ highest and lowest scores in speaking. Observations were made of student activities during the argumentative speaking learning process. Interviews were conducted with six fourth-semester students of the English Language and Literature Department at UIN Datokarama Palu in the 2023 academic year. The results of the study indicate that students need a linguistic perspective more than a non-linguistic perspective in speaking. However, students still need a non-linguistic perspective to support them in speaking better and more confidently.

Keywords: Argumentative Speaking, Linguistic Perspectives, Non-Linguistic Perspectives, Needs for Spoken Language

INTRODUCTION

Needs analysis is a key driving force in designing every aspect of the teaching and learning process, including learning materials. Analyzing the learning context requires teachers to consider procedures, resources, facilities, and how course implementation relates to students’ backgrounds and learning objectives [1]. A “need” is something required to achieve a goal. Needs analysis is a methodical process for identifying and assessing the needs, gaps, and goals of individuals, groups, or communities. This means that needs analysis is a process for understanding the phenomena that occur. The needs analysis process requires data acquisition and evaluation. This is reinforced by an explanation from one researcher who said that needs analysis contains the meaning of desires, desires, requests, hopes, motivations, deficiencies, constraints, and requirements [2]. Speaking is one of the 21st-century skills that students learning English need to master [3].The education system, especially in Indonesia, requires students to master four types of language skills, namely listening, speaking, reading, and writing [4]. This study only focuses on one skill, namely speaking.

Speaking skills need special attention because good speaking skills cannot be acquired automatically without appropriate learning activities and intensive practice [5]. Speaking is one of the four skills that students must master, because in speaking skills a person is able to express what he wants to express, and also how other people convey their messages. Interacting and communicating ideas with others verbally. In many cases, speaking skills are still considered trivial, even though correct speaking skills will ensure the successful delivery of information. In other words, speaking skills are crucial for many things beyond simply mastering a language. Therefore, this study aims to obtain information about the speaking skills needs of students in the English Department, academic intake of 2023, UIN Datokarama Palu.

Hutchinson and Waters in Nation divide needs into two, namely, 1) target needs, namely what students must do in target situations, and 2) learning needs, namely what students must do in learning.

Target needs consist of needs, deficiencies, and desires. Needs can be understood as the demands of learners to function effectively in target situations. Deficiencies refer to learners’ difficulties in coping with their target situations. Desires relate to students’ expectations after taking the course [6]. Meanwhile, learning needs defined as what students need to do to master the required knowledge, learning needs take into account students’ motivation and attitudes, interests, personal reasons for learning, learning styles, etc. [7]. Talking about the assessment of required needs, there are many variations depending on the type of speaking skills to be assessed [8]. At this point, the researcher would like to explain that in conducting research, there are 2 types of assessments used as a reference by researchers in conducting later research, namely from different perspectives, Linguistic Perspective and from Non-Linguistic Perspectives.

Linguistic Perspective

Khan stated in his research that in speaking there are several factors that cause speaking difficulties, such as vocabulary, grammar, and pronunciation [9].

Non-Linguistic Perspective

A non-linguistic perspective refers to evaluating or understanding something without focusing on language itself. This perspective includes non-verbal cues, behaviors, and contextual factors that influence the perception and understanding of communication.

Speaking skills are an important element in learning English. According to Nation and Newton in Maurisa et al [11] speaking is the process of changing thoughts or feelings into words in the form of meaningful linguistic sounds.

In this study, the researcher used CEFR – Common European Framework for Languages) to measure students’ speaking ability. This standard is an international standard used to describe and measure language ability. The CEFR is widely used in language teaching and assessment worldwide.

METHOD

This research uses a qualitative approach with a qualitative descriptive research design. Qualitative research begins with assumptions and the application of a theoretical and interpretive framework that guides the investigation of research issues related to the meanings given by community groups to humanitarian or social issues [12].

The research location was in Pombewe, Sigi Biromaru District, Sigi Regency, Central Sulawesi, Indonesia. This study was conducted on fourth-semester English Literature students at UIN Datokarama Palu in the 2023 academic year. The informants in this study consisted of seven people: three students with high grades, three students with low grades, and one lecturer.

This research was collected using observation, semi-structured interviews and document review. The purpose of obtaining observations is to describe the background of the research; all activities that occur; the meaning and participation of people [13]. This research interviewed students and also lecturers who teach about speaking skills, especially in argumentative speaking. Document review/analysis, researchers used two types of documents, namely RPP (Lesson Plan) and student speaking scores.

To verify and validate the data, researchers used triangulation theory. Triangulation is a method used in qualitative research to check and establish validity by analyzing various perspectives [14].

FINDINGS 

This table shows the levels of six respondents, categorized according to general standards (such as CEFR – Common European Framework of Reference for Languages) these levels range from A1 (beginner) to C2 (advanced), although the data presented here only covers levels from A1 to B2.

Table I General Linguistic Range

• Level A1 (Basic Beginner): They are able to understand and use simple everyday expressions, and introduce themselves or others using very basic sentences.
• Level A2 (Basic): This indicates that they can understand frequently used sentences and expressions related to directly relevant areas, such as family, shopping, etc.
• Level B1 (Lower Intermediate): Which means they can understand the main points of standard conversations about familiar subjects.
• Level B2 (Upper Intermediate): They can interact with native speakers with a sufficient level of fluency and spontaneity without pressure for both parties.

Table Ii Grammatical Accuracy

• Level A1 (Elementary Beginner): Demonstrates limited grammatical accuracy. They can produce basic sentence structures, but are likely to make frequent grammatical errors.
• Level A2 (Basic): This demonstrates the ability to use simple grammatical structures correctly. Mistakes are still common, especially in complex sentences, but basic rules such as subject-verb agreement and the use of simple tenses are often applied correctly.
• Level B1 (Lower Intermediate): Grammatical errors still occur but do not interfere with comprehension. They can use a wider range of structures with sufficient control, including past and future tenses, conditionals, and morals.

Table Iii Vocabulary Range

• Level A1 (Elementary Beginner): exhibits a very limited vocabulary. FA can use and understand familiar everyday expressions and very basic phrases intended to meet concrete needs. Vocabulary is limited to personal and environmental contexts.
• Level 2 (Basic): They have a basic vocabulary sufficient for simple communication in routine tasks and familiar situations (e.g., shopping, family, work). However, their vocabulary is still limited in terms of range and flexibility, especially in unfamiliar or abstract topics.
• Level B1 (Lower Intermediate): This level demonstrates the ability to use a broader vocabulary related to everyday life and general topics such as hobbies, work, and travel. English (SW) proficiency allows for more detailed expression of ideas, although there may still be errors in word choice or limited vocabulary.
• Level B2 (Upper Intermediate): Demonstrates a solid and diverse vocabulary. They can discuss a wide range of topics with confidence, use idiomatic expressions, and express subtle nuances of meaning. They possess the vocabulary necessary for complex and technical conversations in their areas of interest.

Table Iv Comprehention

• Level 1 (Elementary Beginner): demonstrates basic understanding, such as understanding familiar everyday expressions and very simple phrases.
• Level A2 (Basic): means they can understand frequently used sentences and expressions related to the most directly relevant areas.
• Level B1 (Lower Intermediate): indicates that they have an average ability to understand some of the main points of clear, standard input about familiar things such as work, school, and leisure.

Table V Fluency

Level A1 (Elementary Beginner): Demonstrates very basic fluency — they can use simple phrases and sentences but may struggle to carry on a fluent conversation.

Level A2 (Basic): meaning they can make themselves understood in short contributions, although pauses, false starts and reformulations are very evident.

Table Vi Pronunciation Accuracy

• Level A1 (Elementary Beginner): demonstrates that they can reproduce sounds in the target language with careful guidance. Able to articulate a limited number of sounds, so that speech is only barely understandable.
• Level A2 (Basic): they can use the prosodic features of everyday words and phrases clearly, for example word stress, intonation or rhythm.
• Level B1 (Lower Intermediate): which means they can convey messages in a clear manner, despite the strong influence of stress, intonation, or rhythm from the other language they speak.

To find out the complete results, the data analysis is presented as follows: Student Needs in Speaking Skills of English Department Students at UIN Datokarama Palu. Students provided a variety of answers regarding their speaking needs. Many students responded that they needed a linguistic perspective rather than a non-linguistic perspective for speaking.

Informant 2 said

“I still need guidance in linguistics, because there are still many things I need to improve in my speaking skills.”

Based on this statement, it can be concluded that students need to learn more about the linguistic aspects of speaking. In this context, linguistic aspects cover vocabulary, grammar, pronunciation, and fluency. The mastery of this aspect contributes to English spoken competence of students.

Linguistic Perspectives

The linguistic perspective consists of several points, namely:

Grammar

Grammar plays a crucial role because it provides the structure and rules we need to discuss and understand the language itself [15]. Grammar is difficult to master because it is full of rules and exceptions. For English language students, grammar is one of the important things that must be mastered before speaking, and of course many of them admit that they do not master this part

Informant 2 said

“Personally, for me in grammar, because for the vocabulary itself, it’s quite good, but when I do want to speak, sometimes I am stuck in my grammar”.

Informant 3 and 4 added

“For me personally, the first thing is grammar, vocabulary and pronunciation”.

Based on the respondents above, it can be analyzed that, linguistically, grammar is the first thing students must master to be able to speak. Grammar is like the foundation of a building; without it, your speaking skills can collapse. That’s why mastering grammar is crucial, especially for English language learners, before and during speaking practice.

Vocabulary

Vocabulary is an important component in learning English, and determining how much vocabulary is needed remains a significant research topic [16]. When someone starts learning a foreign language, they usually start by learning a vocabulary list in that language. Without a good understanding of vocabulary, they cannot communicate fluently and accurately [17].

Informant (Lecturer) said

“Then also vocabulary, because I think confidence and others factors can be secondary if there’re vocabulary is good”.

From the lecturer statement, it can be analyzed that when the lecturer teach speaking major in the class, many of student’s vocabulary are low when doing speaking.

Pronunciation

Understand the context of the conversation and be able to provide appropriate answers to questions

Fluency

Fluency involves using language that sounds natural as the speaker participates in and continues meaningful conversation [18]. Harmer state that fluency is about concentrating on what is being said in order to communicate efficiently [19].

Pronunciation

Pronunciation is the way speech sounds are produced in order to convey messages during communication. When interacting with others, it is important to not only possess a strong vocabulary but also to pronounce words correctly [20].

Informant 1 said

“I personally pronunciation, vocabulary and also grammar”.

Informant 3 also said

“For me personally, the first thing is grammar, then pronunciation and for the other factors it’s more about confidence”.

Based on the interviewed can be analyzed that pronunciation also become a problem that students still need to practice more, then in the future they can produce good pronunciation when they speak.

Non-Linguistic Perspectives

Apart from the linguistic aspect, there were also several students who answered that in speaking they still needed external factors, namely non-linguistic factors/perspectives, to support their speaking skills to be better.

Informant 4 said

“Personally, for me pronunciation, vocabulary, and also grammar. I do feel lack of confidence to  speak, so in this context, linguistic and non-linguistics aspects are equally important for me”

Based on this statement, it can be argued that in speaking, students need to learn more about not only the linguistic perspective but also non-linguistic perspectives to facilitate natural speaking.

Self-Confidence

Self-confidence is a crucial factor in successful speaking because it directly affects how clearly and effectively someone communicates. When a speaker is confident, they tend to convey ideas more fluently, maintain eye contact, use appropriate gestures, and speak with a steady tone of voice.

Informant 5 said

“For me personally, my confidence took sometimes to get used to, because for speaking itself sometimes I felt afraid to speak [English] in public, so that’s why I felt that I was lack of confidence”.

Based on the interview results, it can be concluded that in speaking, self-confidence plays an important role in speaking well by appearing confident. Although this is not something easy to do, if students do it more often to perform in public, it will be easier for them because they are used to it, so the point is that the more often students practice, the more confident they will be built.

Informant 4 also mentioned that

“I think, we need more practice, because the only thing students need is more practices in classroom, the more often we practice, the better we will be in speaking”

Informant 3 also added their statement that in speaking, besides the linguistic perspective, he also needs to improve the non-linguistic perspective,

“For me personally, the first is grammar, then pronunciation, for other factors, it is more about self-confidence”.

Self-confidence reduces anxiety, doubt, and fear of making mistakes, which are common challenges for language learners. In the classroom environment, confident students are more willing to participate in discussions, answer questions, and practice speaking, all of which are important for improving language skills. Therefore, building students’ self-confidence is as important as teaching them language rules, as it empowers them to use language actively and meaningfully in real-life situations.

Lecturer method

Regardless of the linguistic and non-linguistic factor, the role of the lecturer as an educator is certainly very important here. Many of students demand that during learning process, lecturer use more varied teaching methods and provided feedback to students so it can serve as a basis for they’re self-evaluation.

Informant 1 said

“Provide constructive feedback, and provide varied topics to maximize class more fun, so the class is more interesting and exciting, then after that encourage student’s involvements and use technology such as playing videos or clips that can improve students speaking skill”

Lecturers have an important role in teaching speaking because they are not only providers of knowledge, but also guides, models, and motivators in the learning process. In speaking classes, students often face challenges such as fear of making mistakes, lack of vocabulary, low confidence, or limited practice opportunities.

Informant 2 also added statement

“For the speaking class, we don’t need for too much theory, the only we need is more practice”.

Based on that explanation, it can be analyzed that in the speaking class the more students needs are more practice, because they think, the more they practice the more they can speak well.

Based on the interviewed result, it can be conclude that a good lecturer knows how to motivate and engage students, encouraging them to participate and keep practicing even when it feels difficult. In short, the lecturer plays a central role in shaping students’ speaking abilities by combining language expertise with teaching strategies and emotional support.

DISCUSSION

The findings of this study provide critical insights into the speaking needs of fourth-semester English language students at UIN Datokarama Palu. Using the CEFR framework to categorize students’ speaking skills, and supported by qualitative data from observations, interviews, and document analysis, this study reveals the linguistic and non-linguistic dimensions of the challenges students face.

Overall Student Speaking Ability

Based on the CEFR standards, the majority of students fall between A1 (Beginner) and B2 (Upper Intermediate). A significant proportion of students remain at the elementary to lower intermediate (A1–B1) levels, indicating that their current speaking skills are not yet sufficient to confidently participate in more complex academic or professional oral interactions.

This general trend highlights the urgent pedagogical need to improve student proficiency through more targeted instruction, emphasizing accuracy and fluency. CEFR-based assessments allow researchers to detect nuanced areas of weakness—particularly grammar, vocabulary, pronunciation, and fluency—that are crucial to the development of the argumentative speaking skills emphasized in their courses.

Linguistic Needs Dominate Students’ Challenges

The most pressing needs identified by students relate to linguistic aspects, especially grammar, vocabulary, and pronunciation.

Grammar as a Major Obstacle

Students consistently cited grammar as a major barrier to their speaking development. Mistakes in tense usage, subject-verb agreement, and complex structures hindered their ability to produce coherent and accurate spoken English. Grammar not only impacted clarity but also confidence, as many students feared making mistakes in direct communication. One student explicitly stated that although their vocabulary was “quite adequate,” they often got “stuck” due to grammatical confusion when speaking.

This is in line with the statement that grammar provides a structural basis for language, without which meaningful and accurate communication becomes difficult [20].

Limited Vocabulary

Lack of lexical variety also emerged as a major challenge. While some students possess a functional, everyday vocabulary, many lack the vocabulary needed to express abstract or academic ideas, especially in argumentative contexts. The inability to find the right words under pressure further hinders fluency. As lecturers note, strong vocabulary knowledge can offset other weaknesses and boost confidence.

This supports the view that vocabulary size is directly correlated with communicative competence [21].

Pronunciation and Fluency

Pronunciation problems, including incorrect stress and intonation patterns, are common, especially among students at A1 and A2 levels. This not only affects intelligibility but also leads to communication breakdowns during interactions. Fluency, defined as the fluency and spontaneity of speech, is also limited, especially among those at lower CEFR levels. Many students frequently pause, reformulate ideas mid-sentence, or produce choppy speech.

Overall, these findings confirm [22], who argue that fluency and pronunciation are essential for effective speaking and should be emphasized alongside accuracy.

Non-Linguistic Needs Exist but Are Secondary

While students prioritize linguistic challenges, non-linguistic factors also emerged as significant, though secondary, influences on speaking performance. These influences include: Lack of Self-Confidence. Many students report feeling anxious or nervous during speaking assignments. This is often related to a fear of being judged, especially when speaking in front of peers or lecturers. Motivation Deficit: Some students lack intrinsic motivation to improve their speaking skills, often because they feel the classroom environment is not supportive or interactive enough. Limited Practice Opportunities: Speaking practice outside of class is very minimal, resulting in slow progress and a persistent gap between passive knowledge and active use.

Such non-linguistic needs strengthen the arguments made by [23] that successful language teaching must pay attention to both of these things target needs (what students should do in real life situations) and learning needs (how they learn best, including affective factors).

Variations Based on Student Ability Level

Triangulation data reveals that students with higher speaking scores (B1–B2) demonstrated greater fluency, richer vocabulary, and more accurate use of grammar. These students were also more confident and expressive in class discussions. In contrast, those with lower ability levels (A1–A2) have difficulty even in basic interactions and are often passive during communication tasks.

This variation shows the need for different instructions, where students receive targeted feedback and support based on their current proficiency level, rather than a one-size-fits-all approach.

Curriculum Implications

Given these findings, this study implies that speaking instruction in English departments should beer structured to address linguistic and non-linguistic gaps The suggestions include: Grammar-focused speaking activities to strengthen structural accuracy; Building thematic vocabulary through contextual learning; Pronunciation exercises integrated into routine practice; Fluency development strategies, such as timed speaking, role playing, and interacting with peers. An environment that builds trust, including low-risk presentations and false positive correction, additional learning materials which aligns with the CEFR descriptors to help students monitor their own progress.

Incorporating the CEFR framework as diagnostic and pedagogical tools will also increase the transparency and effectiveness of speaking instruction.

CONCLUSION

The findings of this study clearly indicate that students in the English Department of UIN Datokarama Palu have substantial linguistic needs—particularly in grammar, vocabulary, pronunciation, and fluency—that hinder their speaking abilities. While non-linguistic factors such as self-confidence and motivation are also relevant, they are largely overshadowed by more fundamental linguistic barriers. A responsive curriculum that integrates CEFR-based assessments, differentiated learning, and linguistic and affective support strategies is crucial to helping students become more effective and confident English speakers.

Even though this research potentially contributes to practical and pedagogical practices of speaking skill in higher education, it cannot be generalized to wider and broader context as this research has a very limited number of samples/respondents. Moreover, this research was conducted in one shot type of investigation and thereby there is potential bias in its findings.

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