REFORMULATION OF SEMESTER LEARNING PLANS (RPS) FOR ENGLISH ESSAY WRITING COURSES BASED ON STUDENT AND LECTURER NEEDS ANALYSIS
DOI:
https://doi.org/10.21009/ishel.v1i1.57062Keywords:
Applied, lingusticsAbstract
Many lecturers' RPS still experience a mismatch between the formal curriculum content in the RPS and the real needs in the field, especially in mastering academic essay writing skills. Theoretical material, teaching methods that have not been contextualized, and evaluation that is less measurable become obstacles to achieving learning outcomes. This has an impact on the low achievement of student learning outcomes, especially in the ability to write academic essays. This study aims to analyze the need for the preparation of a Semester Learning Plan (SSP) for Essay Writing courses in the English Education Study Program at Faletehan University of Banten based on student and lecturer needs analysis. The method used is descriptive qualitative with a document study approach and an open questionnaire to 30 students and 4 lecturers. The results showed that the RPS had fulfilled basic components such as identity, learning outcomes, and teaching materials, but was still weak in the aspects of mapping CPL-CPMK-Sub-CPMK, integration of learning technology, as well as clarity of evaluation indicators and up-to-date academic references. The needs analysis also revealed that students and lecturers assessed the need for updated teaching materials, more contextual and digital learning methods, and a more measurable evaluation system. The conclusion of this study is that reformulation of RPS based on actual needs analysis is very important to improve the effectiveness, relevance, and success of academic learning, especially in mastering essay writing skills.
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