Need Analysis for Developing Technology-Based Speaking Learning Media for Junior High School Students

Abstract

This study aimed to identify junior high school students’ needs for developing technology-based speaking learning media in English language instruction. The research was conducted as the analysis phase of a Research and Development (R&D) framework using a descriptive mixed-method approach. The participants consisted of 20 eighth-grade students and one English teacher at SMP Pangudi Luhur Sukaraja. Data were collected through a nine-item Likert-scale questionnaire and semi-structured interviews. The questionnaire examined students’ target needs and learning needs related to speaking difficulties, instructional preferences, and expectations regarding learning media, while the interviews explored classroom practices and challenges encountered in teaching speaking. Quantitative data were analyzed using descriptive statistics and percentage calculations, whereas qualitative data were interpreted through thematic analysis to strengthen the quantitative findings. The results indicated that students demonstrated a very high need for technology-based speaking learning media, with an overall percentage score of 89.6%. Students expressed strong preferences for interactive learning environments incorporating visual and audio elements that could enhance motivation, confidence, and opportunities for authentic communication. The teacher also emphasized that conventional instructional resources and limited classroom time constrained students’ speaking practice and recommended the development of more engaging multimedia tools. These findings suggest that needs analysis provides an essential empirical foundation for designing contextually relevant technology-based speaking learning media capable of improving students’ communicative competence and supporting more meaningful English learning experiences.