English Readiness Across Two Non-English Majors: A Descriptive Study of Speaking and Writing

Abstrak

English proficiency is increasingly required of university graduates regardless of their field of study, yet non-English major students often receive limited, generic English instruction that does not reflect their disciplinary needs. This study describes the English learning readiness, specifically speaking and writing readiness, of 16 students from two non-English major departments, Guidance and Counseling (Bimbingan dan Konseling, n = 8) and Communication Science (Ilmu Komunikasi, n = 8) at Universitas Muhammadiyah Magelang. Using a descriptive survey design, data were collected through a structured online questionnaire covering demographic background, self-rated proficiency, Likert-scale confidence ratings, closed-ended difficulty/obstacle checklists, and open-ended questions about preferred topics and coping strategies. Results show that most respondents (68.75%) self-identify as beginners, and self-rated speaking confidence (M = 2.88) is lower than writing confidence (M = 3.25) on a 5-point scale. Guidance and Counseling students reported consistently higher confidence in both speaking (M = 3.25 vs. 2.50) and writing (M = 3.75 vs. 2.75) than Communication Science students and perceived more classroom practice opportunities and more useful teacher feedback. Across both departments, the most frequently reported obstacles were insufficient vocabulary, grammar mistakes, and lack of practice, while writing difficulties centered on spelling, organizing ideas, and academic language. Students' preferred topics reflected their professional orientation, such as self-introduction and counseling-related dialogue for Guidance and Counseling students, and public speaking, interviews, and CVs for Communication Science students. These findings suggest that generic English materials are insufficiently aligned with either department's needs or support the development of English for Specific Purposes (ESP) instruction tailored to each major.

Keywords; English learning readiness, speaking difficulties, writing difficulties, needs analysis, English for Specific Purposes (ESP), non-English major student.