Investigating Target and Learning Needs of Senior High School Students for English Productive Material Development

Abstract

This study investigates the target and learning needs of senior high school students to inform the development of effective English productive materials. Despite acknowledging the importance of English for future careers and academic success, many students face significant challenges in achieving functional fluency, particularly in speaking, due to a misalignment between standardized curriculum materials and their actual communicative requirements. Employing a descriptive qualitative approach, this research surveyed 19 students to analyze their necessities, lacks, and wants. The findings reveal a strong consensus among students regarding the necessity of prioritizing oral communication skills. However, structural gaps in grammar and pronunciation hinder their confidence. Furthermore, the participants expressed a strong preference for interactive, video-based, and practical learning experiences over traditional textbook-centered instruction, emphasizing the value of peer-led collaborative practice in blended learning environments. These results indicate that current pedagogical approaches require a transition toward learner-centered modules that integrate digital media and authentic communication tasks. By bridging the gap between student aspirations and instructional delivery, this research provides a foundation for educators to design targeted English materials that foster both linguistic competence and engagement in secondary education.