Riza Weganofa, Ayu Liskinasih, Gunadi Harry Sulistyo, Punadji Setyosari


This study aims at investigating the gap between students’ perceived needs and the actual learning experience as a step in course evaluation. It employs a descriptive qualitative design, in which the instruments cover two kinds of questionnaire and an interview. There were 61 freshmen and three lecturers voluntarily join this study. The study suggests that the highest gap score were on vocabulary practices and listening skills. On the other hand, all productive skills got the lowest gap score. Thus, it is a need to carefully design reading materials to accommodate students’ needs on learning vocabulary by arranging them based on certain topics and repeat the specific words in several texts. Meanwhile, it is also suggested to develop a module on listening as a supplementary exercise.


perceived needs, gap, matriculation course, EFL learners.

Full Text:



Poedjiastutie, D & Rhonda, O. (2017). English Learning Needs of ESP Learners: Exploring Stakeholder Perceptions At An Indonesian University. TEFLIN Journal, Volume 28, Number 1, January 2017.

Simbolon. (2018). EMI in Indonesian Higher Education. TEFLIN Journal, Volume 29, Number 1, January 2018.

Astuti, P. (2009). A Needs Analysis in Developing A Writing Curriculum for EFL Education Students: A Case Study at The Department of English Education of Semarang State University. Language Circle Journal of Language and Literature, Volume 4, Number 1, October 2009.

Rohmah, Z. (2009). EFL Materials in Madrasah Tsanawiyah. TEFLIN Journal, Volume 20, Number 1, February 2009.

Sismiati & Latief, M. A. (2012). Developing Instructional Materials on English Oral Communication for Nursing Schools. TEFLIN Journal, Volume 23, Number 1, January 2012.

Richards, J.C. (2002). Curriculum Development in Language Teaching. USA: Cambridge.

Liskinasih, A & Lutviana, R. (2016). The Validity Evidence of TOEFL Test as Placement Test, Jurnal Ilmu Bahasa dan Sastra, 3(2), 173 – 180.

Weganofa, R & Hariyanto F. A. (2015). Students’ and Lecturers’ Perspective of Integrated Course (IC). Jurnal Inspirasi Pendidikan, 568 – 573.

Miller, J.P., & Seller, W. (1985). Curriculum Perspectives and Practice. USA: Longman.

Cahyono, B.Y. (2002). How English Intensive Course Program Affects the English Proficiency of Students of Teachers’ Colleges in Indonesia. K@ta Journal, 4(1), 23 – 35.

Sriemulyaningsih, M.J.K. (2014). In-Class Interaction and Students’ Motivation in Intensive Course Classes. Magister Scientiae, Volume 36, October 2014.

Borg, W.R & Gall, M.D. (1983). Educational Research: Introduction. New York: Longman.

Sutarsyah, C. (2008). Vocabulary Constraints on Reading Texts. TEFLIN Journal, Volume 19, Number 2, August 2008.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.