Needs Analysis in Developing Students’ Worksheet based on Metacognitive Strategies for Translation in English Language Teaching Course

Abstract

The study aims to explore the needs of students in the English Education Study Program (EESP) at Universitas Negeri Medan, particularly in relation to developing worksheets based on metacognitive strategies for the Translation of Language Teaching course. The research focuses on understanding the specific requirements, challenges, and preferences of EESP students in this context. By integrating metacognitive strategies, which involve self-awareness and self-regulation in learning, the study intends to design effective worksheets that can enhance students' translation skills while fostering better cognitive processes in language learning. The goal is to align teaching materials with students' learning needs, enabling them to develop more effective translation strategies and ultimately improve their proficiency in translating languages within the scope of language teaching. A qualitative case study research method was employed to portray a phenomenon on students' needs while learning the subject of Translation  in Language Teaching Course that involves 60 students of English Education Program. Questionnaires and interviews were gathered to obtain the data. It was then analyzed  by using the need analysis approaches by Hutchinson and Waters (1987) that categorized into (1) wants  (2) lacks, and (3) needs. The findings of the study indicated that (1) the students want interactive and reflective worksheet . (2) The lacks of students were seen from knowledge and skills in translation strategies and understanding of metacognitive strategies. (3)The students need practice in using metacognitive strategies in translation. These need analysis results will accomodate worksheet development based on metacognitive strategies model of teaching in Translation in English Language Teaching Course.