IDENTIFICATION OF BUGINESE STUDENTS’ LEARNING NEEDS FOR A PRIVATE ENGLISH CRASH COURSE

This study aims to identify the needs of Buginese learners in mastering English in the crash course program at Neroa School, a non-formal English course institution in Soppeng Regency, South Sulawesi, Indonesia. This research method was a descriptive research. The instrument used by the researcher to collect data was a questionnaire that was previously validated by an expert. In processing data of the questionnaire, the researcher implemented an approach including stages of presentation of descriptive statistics. This approach refers to Gay (2012), Johnson & Christensen (2014), and each analysis phase adopts Nur (2015). There were five basic components represented in the questionnaire including general information, skills background of English, difficulties in learning English, learning material expectation, and learning process Expectation. The results of the study narrowed to a conclusion that respondents were generally teenagers aged 15-18 years who had difficulties in speaking and pronunciation, and lacked environmental support but had great motivation to achieve English language independence in a short time without disturbing their activities in formal education. Therefore, respondents in general were more likely to follow the crash course program which was divided into small groups of at least 1 to 3 months.


INTRODUCTION
A non-formal course institution is an institution that has the function of complementing, supporting, and providing educational services outside of formal education in schools. Neroa School is one of the English language course institutions in Soppeng Regency, South Sulawesi, Indonesia that provides English language learning services as a foreign language. As an initial step to modernize the curriculum in teaching English, the researcher prepared needs analysis so that the English language course program at Neroa School provides synchronization between the needs of students and treatments in teaching English. Furthermore, instructional materials are developed by taking into account the relevance to student learning objectives in order to increase motivation and proficiency in learning English (Yundayani, 2017).
Researcher must clearly identify all the components needed by students, who are generally Buginese learners. This form of caution required researcher to speech stiffness when pronouncing English words. The first language, known as the mother tongue, has a big share for an EFL English learner because the ideas to be conveyed in the second language depend on the types of expressions obtained from the first language (Olana T., 2016). This situation then became the main reason for the need for comprehensive and complete information before preparing an English course teaching program in any non-formal institution, including at Neroa School.
This process led to the suitability of the crash course program which was equipped with appropriate learning strategies and materials at Neroa School with the learning objectives of students. Sulistiyo (2015) suggested re-designing the curriculum of EFL training program and providing more practicum for beginner teachers, train teacher advisors, update facilities for teachers in Indonesia. Specifically, there has been no previous scientific study that has focused on finding the best strategy on how to teach English as a foreign language to Buginese learners with a fast duration but capable of producing significant changes in language acquisition, especially in adolescent learners. This phenomenon then led researcher to focus on exploring the results of pre-observations on students and then comparing them with studies related to teaching English as a foreign language in the region or in other countries.
The results of observations made by researcher on Buginese learners at junior and senior high school age who registered as new course participants at Neroa School in the 2017/2018 academic year showed that they already had vocabulary in their memory as a normal process of learning English in formal schools.
Unfortunately, their ability to use English has not yet reached the intermediate level, so there needed to be a special treatment that directs them to use the English vocabulary in the form of daily conversations or expressions.
The researcher then formulated an initial breakthrough by conducting a needs analysis for Buginese learners before joining the crash course program at Neroa School so that every process carried out was truly precise and directed. The objective of this research, therefore, is to identify the needs of the Buginese learners in learning English at the Crash course program at a private English course in Soppeng regency. The research applied a descriptive method or survey method in conducting the study. The subject of the study was the learners of crash course program at Neroa Schoola, a non-formal English course institution in Soppeng Regency. The results are expected to give contribution in designing a model for learning at English private course institution and the materials that should be taught at that course.

MATERIALS AND METODS
The research method was quantitative research with a descriptive analytical approach. A descriptive research method is a method that provide of seeking information and describing the characteristics of the subject being studied through data collection. Cresswell (2008) and Gay et al (2012) referred this design as survey research. Cresswell (2008) asserts that survey research or descriptive research is a quantitative research procedure in which researchers conduct a survey to the sample or the entire population of people to describe their attitudes, opinions, behaviors, or characteristics. Gay et al (2012) support this opinion by stating that survey research involves gathering data to test hypothesis or to answer questions about people opinions on some topics or issue.
The researcher prepared a data collection instrument in the form of a needs analysis questionnaire which before being implemented to 16 respondents, the new Neroa School students for the 2017/2018 academic year. The instruments were validated by experts so that each component in the questionnaire was truly appropriate and in line with the research objectives. In this case, the researcher also prepared a validation instrument in the form of a questionnaire. 1 and table 2 show those general informations. Table 1 shows that all 16 respondents are teenagers with age range, 15 to 18 years old. Most of them are girls, as many as 14 students. All of them are also at senior high school level, which consists of 8 students in grade 10 and the others has been in grade 12. Then, 10 students are good at both Buginese and Bahasa, 2 students can use English, one student can understand Korean language, and 2 Because the young Buginese learners in this research are also staying in Soppeng, a native Buginese regent, they are potentially affected by Buginese language including the accent and the pronunciation. Therefore, all the respondents are ideal to represent young Buginese learners expected in this research. indicates that not only the 12 th grade students but also four students who are still in the 10 th grade have been preparing for their future education. Then, the second most reasons to learn English chosen by 11 students are to comprehend reading text, to be able make own sentence of text, as well as to pass the exam at school. Also, 9-10 students are eager to use English for leisure goals, ie understanding song and movies. Only a few of them (5-6 students) have enthusiasm to join English speech and debate competitions. In general, most of the students' learning motivation is still related to academic passion and future goals.

English Skills Background
This part contains about the background information of English skills possessed by the respondents. Table 3 provides information whether the respondents ever joined any English course before or not.   In other words, although most the respondents had ever joined any English courses before, they still felt weak in English. Therefore, they might have continuous problems in studying English.
Learning Difficulties at School Table 5 shows that 13 respondents (81%) still complained about the methods used by their teachers in English learning at school. Meanwhile, 10 respondents (63%) were also constrained to master English due to lack of learning time. Then, there were 4 respondents who considered that the English subject in their school is difficult to understand and 3 respondents supposed that their class too crowded.
Finally, only one respondent complained about teacher's pronunciation.
The biggest obstacle faced by respondents in learning English at school is the less interesting method applied by their teachers. In addition, they also complain Based on the overall data, it was identified that most young Buginese learners faced crucial problems in their school learning process. Therefore, this research needs to provide complex solution in a brief form.

Learning Material Expectation
Dialect/ English Accent Table 6 shows that most respondents (75%) desire to learn English by using American Accent. Only 5 respondents are interested to use British Accent in learning process. None of respondents expect to learn by using Australian Accent.

Respondents generally want materials and instructional using American
Accent. Only a few of them want the British Accent. Thus, the researcher should use the American Accent much in learning process by adding a little introduction about the British Accent. The overall data means this research should focus on the characteristics of American English in simple form. Table 7 shows that most respondents (94%) desire to be able to arrange and speak by using their own sentence (marked by 15 respondents). Meanwhile, there  are 14 respondents (88%) who also want to be able to both write by using their own sentences and use expression of daily conversation. Furthermore, there are 13 respondents (81%) who want to be able to do the school tasks independently as well as can deliver story telling. However, in fact, more than 10 respondents generally want the best change after taking an English course.

Materials
In brief, all the respondents want to be good English speakers while having enough competence to grow and to improve their English independently. In this case, they should be transformed into situation in which they can live with English without any pressure from others. on the overall data, it can be found that the most interested topics are related to modern young life influenced by technology and life style for leisure goals.

Learning Process Expectation
Class Table 9 shows that most respondents (69%) want to study in small classes filled with 2 to 5 participants only. Meanwhile, there are 5 respondents who prefer to study in private class. And there are only 2 respondents who prefer to study in a large class consisting of 10 to 20 participants.  In brief, all the respondents prefer to study in small classes in which they can have enough attention from mentors. Almost all respondents enthusiastically choose to learn in small study groups, consisting of 2 to 5 participants only.
Although, there are also one-third of those who prefer to study in private class.
Thus, the learning process in Neroa School generally takes the form of a small class or private class.
Activity Table 10 shows that most respondents (69%) want discussion lessons (marked by 11 respondents). Meanwhile, 10 respondents are interested in more listening activities in the classroom and 9 respondents want to watch videos during the lesson. Furthermore, there are 8 respondents who like dialogue and translating activities. Then, 7 respondents desire to learn writing sentences while playing games. Finally, only one respondent wants to read a loud much in the classroom.
The activities generally preferred by the respondents in the lesson are discussions.
In addition, they are also interested in learning listening, watching videos, translating, dialogue, writing sentences, and playing games. Therefore, the researcher should make sure the activities mentioned above are realized in English learning.
In conclusion, all the respondents need active and interactive learning process in which they can receive materials while exploring their ideas and critical thinking.  Table 11 shows that most respondents prefer to learn by using mobile phone (marked by 11 respondents). Furthermore, there are 9 respondents who want to learn by using laptop. In addition, 6 respondents desire to learn by using cards as a medium of learning. Respondents are generally delighted to learn by using mobile phone and laptop media. Only one third of them want to learn by using cards. Thus, the combination of technology and audio visual media is important to include in English learning. In brief, most of the respondents need to learn by using gadgets that are either easy to access or fun to engage.
Program Duration Table 12 shows that most respondents (38%) choose to learn for 3 months/program (marked by 6 respondents). However, 5 respondents prefer to learn for 1 week/program or 1 month/program. In addition, only 1 respondent likes to have English training for 2 weeks/program or 6 months/program. In brief, all the respondents need to study in an English intensive program, not more than 3 months in duration.   Table 13 shows that most respondents (56%) are available to join the English course for 10 meetings (marked by 6 respondents). In addition, 6 respondents are also available to learn for 20 meetings. The last, only one respondent wants to learn shortly, for 5 meetings. In brief, most of the respondents are available to study less than 10 meetings only. Respondents are generally available to study for 10 meetings only. Although a third of them want to study for 20 meetings.
Schedule Table 14 shows that most respondents (94%) are available to join English course in the afternoon. In addition, 3 respondents are available to learn in the morning and evening. In brief, most of the respondents prefer to study after finishing their academic activities at school. Most of them are only available in the afternoon. Therefore, the schedule of each meeting should not be set regularly like a school schedule. In this case, respondents can arrange their schedules and confirm whenever they are available.
organizer of a language training program is highly recommended to design a needs analysis of learners before holding training. Through this process, a teacher can explore more precisely the teaching strategies needed by students including teaching materials and learning methods.
The researcher explored the need analysis recommended by a number of researchers and experts including Nur (2015), Gursoy (2004), Zeynali (2012, and Prastyo (2015). They explained at the same time practicing the importance of need analysis in preparing learning English as English as Foreign Language.
The needs analysis applied by the researcher used a questionnaire as a research instrument. The instrument adopted Nur (2015) with improvisation that adjusted to this study. The instrument was distributed to 16 Buginese learners who were registered as Neroa School students. The purpose of this instrument was to obtain accurate data about the needs of learners in attending English language training while staying active and regularly participating in their learning activities at school. Through this technique, the researcher could find information about the strengths and weaknesses of the learners and what they need as part of the millennial century generation.
In processing data of the questionnaire, the researcher implemented an approach including stages of presentation of descriptive statistics. This approach refers to Creswell (2008) Gay et al (2012), Johnson & Christensen (2014), and each analysis phase adopts Nur (2015).
The results of the questionnaire indicate that students' learning motivation is very high. However, their potential is still hampered by a number of factors, such as the lack of learning time in school, the lack of interest in the methods and teaching materials they obtain, and the rare momentum to use English in everyday life. That is why, the researcher tried to maximize the motivation of the students, as stated by Nugroho and Mayda (2015) that the motivation affects the attitude of students in learning English.
In identifying the Buginese young learners' needs, the researcher considered the results of collecting data from the results of questionnaires and interviews. In assumed that in using English, the respondents were strongly influenced by the dialect and Bugis language pronunciation. Therefore, English instruction should emphasize to familiarize their tongue with English words (Rivers, 2018;Latifa, 2021) by combining listening exercises so that their listening mastery is also well trained (Nur, 2018 Almost all respondents have a basic mastery of English because they have attended the course and have experience learning at the junior high school level.
The level of the material should match the students' level of English mastery (Millorood, 2015 intelligibility' should be the main purpose rather than native-like production.
The material most wanted by the respondents is the material related to translation and speaking skills using their own ideas. Furthermore, they also hope to be able to skillfully use daily conversation expression, do school work, and deliver story telling. Based on these results, instructional materials should integrate all these components.
The most popular topic chosen by respondents are musics. Others also enjoy about ambitions, relationships, religion, movies, education, idols, and culture. Thus, the researcher should incorporate the mix of the topic in the learning material. Based on the overall data, it can be found that the most interested topics are related to modern young life influenced by technology and life style for leisure goals.

CONCLUSION
As a conclusion, the Buginese learners want to be able to continue to study English in school well and at the same time to become more independently in developing their English. In other words, they want to have English language skills at least to the medium level even though there is no English-speaking community in their environment, both at school and at home. They want to have these competencies in a short time so that they can take up other school lessons or take other skills lessons in non-formal courses. However, the facts show that they do not have the basics of skills to speak and understand questions in adequate English. The following table shows the outline of findings for the needs of prospective participants in the English crash course at Neroa School: goals (necessities) independence in developing English skills