Analyzing Learner Needs for Developing Task-Based English Teaching Materials with Character Education Values for Young Learners
DOI:
https://doi.org/10.33394/jollt.v13i4.16695Keywords:
Need analysis, Task-based learning, Teaching materials, Chacater educationAbstract
This study investigates young learners’ needs in developing task-based English teaching materials that embed character education values. Although task-based language teaching (TBLT) has gained broad recognition, limited research in the Indonesian context has examined how character education values can be systematically integrated into TBLT materials for primary school students. To address this gap, a mixed-methods design was employed, combining quantitative data from student questionnaires with qualitative insights from teacher and principal interviews. This methodological triangulation ensured a more valid and comprehensive understanding of learners’ personal and instructional needs. Participants included 424 elementary students, three English teachers, and three principals from Muhammadiyah schools in Yogyakarta, Indonesia. The findings indicate that students’ personal needs are influenced by age, gender, cultural background, and attitudes toward English learning, while their learning needs reflect preferences in learning styles, teaching media, instructional techniques, thematic choices, language proficiency, and the inclusion of character-related content. The study provides empirically grounded insights to guide English curriculum design in Muhammadiyah schools, fostering the integration of moral and linguistic goals within task-based instruction, and offering a transferable framework for English language education in Indonesia and comparable contexts.
References
Amalia, F., & Albiansyah, A. (2023). A Need Analysis for Learning English to Young Learners. TLEMC (Teaching and Learning English in Multicultural Contexts), 7(1), 22–29. https://doi.org/10.37058/tlemc.v7i1.2901
Aridasarie, Z., & Rohmah, Z. (2024). Enhancing multimodal literacy: puppetry for English-speaking skills development. Cogent Education, 11(1), 2370754.
Astuti, I., & Afendi, A. R. (2022). Implementation of differentiated learning through play activities in early childhood. EduLine: Journal of Education and Learning Innovation, 2(3), 358–365.
Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2021). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171.
Boutheyna, G. M., & Oumayma, S. (2024). Investigating the Pronunciation Challenges Hindering EFL Students’ Speaking Skills Enhancement. university center of abdalhafid boussouf-MILA.
Darasawang, P., & Singhasiri, W. (2022). Needs analysis of primary school English teachers: Implications for teacher training in Thailand. In English for Young Learners in Asia (pp. 65–84). Routledge.
Demirbulak, D., & Zeyrek, G. (2022). Young Learners’ Attitudes and Motivation towards Learning English in Terms of Dörnyei’s Theory of Motivation. Journal of English Teaching, 8(1), 156–168.
Gunawan, I. D. (2025). The Implementation of Game-Based Learning to Enhance Students’ Speaking Skills in Indonesian EFL Classrooms: English. JOEY: Journal of English Ibrahimy, 4(2), 15–27.
Haerudin, D. A., Falah, I. F., & Kusumah, R. (2024). Technology-Mediated Task-Based Learning (TTL) to Improve Student’s Productive Skills In Primary School. Eltin Journal: Journal of English Language Teaching in Indonesia, 12(2), 421–432.
Hafizah, D., & Fithriani, R. (2023). An Investigation of EFL Young Learners’interest And Motivation In Learning English: A Case Study Of Madrasah Ibtidaiyah Students. Attadib: Journal of Elementary Education, 7(2).
Hamdani, B. (2020). Enhancing vocabulary among EFL young learners through picture-word inductive model. IJOEEL: International Journal of English Education and Linguistics, 2(1), 9–16.
Hasanah, E., Al Ghazy, M. I., Suyatno, S., Maryani, I., & Yusoff, M. Z. M. (2023). Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction. International Journal of Learning, Teaching and Educational Research, 22(10), 433–452.
Hasnah, Y., Ginting, P., Saragih, M., Kharisma, A. J., & Sari, P. L. P. (2024). A probe into local cultural values in locally produced EFL textbooks in Indonesia. Humanities, Arts and Social Sciences Studies, 648–661.
Hidayatullah, A. S., Sudirman, A., Ardhian, T., Vijayanti, D., Sari, S. R., & Sari, A. L. L. (2025). Investigating Vocabulary Acquisition among Young Learners through Contemporary and Traditional Games in Interactive EFL Settings. Dedikasi Sains Dan Teknologi (DST), 5(1).
Hikmawan, I., Damayanti, I. L., & Setyarini, S. (2023). Integrating traditional games into EFL speaking class: A case of English for young learners. Journal of English Language Studies, 8(2), 249–268.
Inawati, I., Suherdi, D., & Purnawarman, P. (2022). Engaging EFL Young Learners through Task-based Teaching with Character Education-enriched Materials. Research and Innovation in Language Learning, 5(2), 122–143.
Ivankova, N. V, & Clark, V. L. P. (2023). Teaching mixed methods research to address diverse learners’ needs: pedagogical strategies and adaptations. In Handbook of Teaching and Learning Social Research Methods (pp. 85–105). Edward Elgar Publishing.
Kartakusumah, B., Sya, M. F., & Maufur, M. (2022). Task and feedback-based on english learning to enhance student character. DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar, 9(1), 1–10.
Khasanah, R. M., & Burhan, A. (2022). From drawings to puppet shows: practical ways in teaching vocabulary to primary school EFL learners. Erudita Journal of English Language Teaching, 2(1), 50–62.
Kiaer, J., Morgan-Brown, J. M., & Choi, N. (2021). Young children’s foreign language anxiety: The case of South Korea (Vol. 15). Multilingual Matters.
Kurniasih, E. (2022). Needs Analysis in Designing English for Young Learners’ Material At Rubik Social School. Journal of English Language Teaching and Literature (JELTL), 5(1), 59–66. https://doi.org/10.47080/jeltl.v5i1.1799
Kurniawan, I. (2024). A Narrative Review of Teaching Vocabulary Through Videos: Insights and Strategies for Young Learners. English Education: Jurnal Tadris Bahasa Inggris, 17(2), 397–406.
Legak, T. C., & Wahi, W. (2020). Communicative language tasks to enhance young learners’ communicative competence. International Journal of Academic Research in Business and Social Sciences, 10(6), 377–390.
Li, C., & Zhou, T. (2017). A Questionnaire-Based Study on Chinese University Students’ Demotivation to Learn English. English Language Teaching, 10(3), 128–135.
Liu, F., Vadivel, B., Rezvani, E., & Namaziandost, E. (2021). Using games to promote English as a foreign language learners’ willingness to communicate: Potential effects and teachers’ attitude in focus. Frontiers in Psychology, 12, 762447.
Marlinton, M., Syahri, I., & Mayasari, S. (2023). The Efficacy of Task-Based Learning and Learning Motivation on Student’s Reading Comprehension: A Wholistic Study. Elsya: Journal of English Language Studies, 5(2), 250–269.
Masuhara, H. (1998). 10 What do teachers really want from coursebooks? This Page Intentionally Left Blank, 236.
Nambiar, R. M. K., Ibrahim, N., Hashim, R. S., Yasin, R. M., Azman, H., Yusof, N. M., Ramli, R., & Mustaffa, R. (2020). Impact of local culture-based reading materials on students’ skill development and confidence in english. Universal Journal of Educational Research, 8(2), 445–453.
Nascimento, L. da S., & Steinbruch, F. K. (2019). “The interviews were transcribed”, but how? Reflections on management research. RAUSP Management Journal, 54, 413–429.
Nikmah, N. S., & Anwar, C. (2021). EFL young learners’ problems encountered in the learning of English speaking: Teachers’ perspectives. Register Journal, 14(2), 301–316.
Pinter, A. (2017). Teaching young language learners. Oxford University Press.
Poth, C. N. (2023). The Sage handbook of mixed methods research design.
Puspitasari, D., Fitriati, S. W., & Rustipa, K. (2025). Integrating Moral Values into EFL Learning through a Multimodal Project: A Case Study. Educational Process: International Journal, 14, e2025077.
Ramadhan, S., Indriyani, V., Sukma, E., Jamaluddin, N. B., & Sihes, A. J. Bin. (2023). Digital Teaching Materials Development Containing Environmental Education Using Task Based Language Learning (TBLL). Theory and Practice in Language Studies, 13(11), 2952–2962.
Ramsey, W. R., Bellom-Rohrbacher, K., & Saenz, T. (2021). The effects of dialogic reading on the expressive vocabulary of pre-school aged children with moderate to severely impaired expressive language skills. Child Language Teaching and Therapy, 37(3), 279–299.
Ratri, D. P., Rachmajanti, S., Anugerahwati, M., Laksmi, E. D., & Gozali, A. (2025). Fostering cultural competence: developing an English syllabus for young learners in the Indonesian EFL context with emphasis on local culture to maintain students’ identity. Cogent Education, 12(1), 2440177.
Reynaldi, K., & Refnaldi, R. (2024). Learning Styles and Textbook Design: A Case Study Of’bahasa Inggris Work In Progress’for Tenth Grade. English Review: Journal of English Education, 12(3), 1289–1298.
Robingatin, R., Mujahidah, M., Sit, M., Veryawan, V., & Hasibuan, R. H. (2025). Perceptions on curriculum implementation: A case of early childhood in Indonesia development teachers as agents of change. Asia-Pacific Journal of Research in Early Childhood Education, 19(2).
Soltanpour, N., Ganji, M., & Mohammadian, A. (2021). The Effect of Paper Versus Online Worksheets on Iranian Young EFL Learners’ Vocabulary Learning. International Journal of Foreign Language Teaching and Research, 9(39), 27–43.
Soongpankhao, W., & Yuxin, Z. (2025). The impact of Task-Based Language Teaching (TBLT) on EFL learner’s Engagement in Speaking Courses. Journal of Professional Communication and English Studies, 1(1), 20–31.
Sukarno, S., & Jinabe, M. (2024). The Needs of English for Elementary School Students: from Family to School. Jurnal Prima Edukasia, 12(1), 83–98. https://doi.org/10.21831/jpe.v12i1.67841
Sulistiyo, U., Supiani, S., Kailani, A., & Lestariyana, R. P. D. (2020). Infusing moral content into primary school English textbooks: A critical discourse analysis. Indonesian Journal of Applied Linguistics, 10(1), 251–260.
Suryanto, S., & Brawijaya, A. (2024). Exploring Elementary School English Teachers’ Voices in Gaining Students’ Attention in Learning. Journal of English and Education (JEE), 1–16.
Tan, B. P., Mahadir Naidu, N. B., & Jamil Osman, Z. (2018). Moral values and good citizens in a multi-ethnic society: A content analysis of moral education textbooks in Malaysia. The Journal of Social Studies Research, 42(2), 119–134.
Teko Patanduk, S., Rachel, Sirande, N., Sirande, N., & Julian, T. (2023). A Need Analysis on Media in Teaching English to Young Learners: Exploring Appropriateness and Advantages. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 9(2), 952–961. https://doi.org/10.30605/onoma.v9i2.2759
Teng, M. F. (2025). Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory. Computer Assisted Language Learning, 38(1–2), 206–234.
Timpe‐Laughlin, V., Roters, B., & Butler, Y. G. (2024). Exploring the Idea of Task in the Context of the Young Language Learner Classroom. ETS Research Report Series, 2024(1), 1–52.
Wang, Y.-H. (2023). Can gamification assist learning? A study to design and explore the uses of educational music games for adults and young learners. Journal of Educational Computing Research, 60(8), 2015–2035.
Wati, S. O., & Ramadhan, S. (2023). Need Analysis for Teaching English in Early Childhood Education Students. Aulad: Journal on Early Childhood, 6(3), 495–500. https://doi.org/10.31004/aulad.v6i3.553
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Iin Inawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
