A NEEDS ANALYSIS OF HUMANISTIC AND COLLABORATIVE LEARNING-ORIENTED NARRATIVE WRITING INSTRUCTION IN JUNIOR HIGH SCHOOL ENGLISH CLASSES
DOI:
https://doi.org/10.21009/ishel.v2i1.70765Keywords:
narrative writing, humanistic learning, collaborative learning, needs analysis, EFL classroomsAbstract
Narrative writing instruction in junior high school English classrooms continues to face challenges, including students’ limited ability to generate ideas, low engagement, and teacher-centered practices emphasizing writing products rather than learning processes. This study aimed to analyze the needs for humanistic and collaborative narrative writing instruction. A mixed-methods sequential explanatory design was employed. Quantitative data were collected through a needs analysis questionnaire administered to 150 students from junior high schools and Madrasah Tsanawiyah in Bekasi and Depok, Indonesia, while qualitative data were obtained through semi-structured interviews with eight English teachers. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using Miles and Huberman’s interactive model. The findings revealed students’ difficulties in idea generation, narrative organization, grammar, and vocabulary, alongside strong needs for supportive, collaborative, and technology-enhanced learning. Teachers also emphasized the need for a practical humanistic instructional model that promotes engagement, creativity, and interaction. These findings support the development of a Humanistic and Collaborative Learning-Oriented Narrative Writing Instructional Model for junior high school English classrooms.
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