ENGLISH REVIEW: Journal of English Education Volume 6, Issue 2, June 2018 p-ISSN 2301-7554, e-ISSN 2541-3643 https://journal.uniku.ac.id/index.php/ERJEE *English Education Study Program, FKIP Universitas Bengkulu, Indonesia. 85 NEEDS ANALYSIS FOR ENGLISH GRAMMAR LEARNING MODEL FROM STUDENTS’ PERSPECTIVES Wisma Yunita* Doctoral Candidate in Applied Linguistics, Postgraduate Program, Universitas Negeri Jakarta, Indonesia E-mail:wisma.yunita@mahasiswa.unj.ac.id Emzir Universitas Negeri Jakarta, Indonesia E-mail:emzir.unj@unj.ac.id Ilza Mayuni Universitas Negeri Jakarta, Indonesia E-mail:ilza.mayuni@unj.ac.id APA Citation: Yunita, W., Emzir & Mayuni, I. (2018). Need analysis for English grammar learning model from students’ perspectives. English Review: Journal of English Education, 6(2), 85-94. doi: 10.25134/erjee.v6i2.1258. Received: 25-02-2018 Accepted: 28-04-2018 Published: 01-06-2018 Abstract: Need analysis is required to take place before developing a model for learning so that results meet the needs of the students who will use the model. This descriptive study aims at finding out the needs in learning English grammar from students’ perspectives at the EESP of the University of Bengkulu. The data was taken through a questionnaire with 65 questions given to 44 students who took Structure I Course in the 2016-2017 academic year and analyzed quantitatively. The results of this study reveal that the students need a clear goals of learning English grammar, learning approaches that uses the story-based, the deductive, and the inductive approach, a friendly and meaningful learning atmosphere, a learning model that incorporates the uses of stories and current technology for the teaching and learning process and has a complete support system especially the learning materials, and has an attitude, a final assignment and an individual learning process result assessments. Keywords: Needs analysis, model, grammar learning. INTRODUCTION Needs analysis is an initial step conducted before developing a learning model and it aims at finding out the current condition of learning in a particular learning context. Richards (2001) describe needs analysis as a process taken to seek for the real demands of the learners in a learning process. Similarly, Nation and Macalister (2010) argue that needs analysis is a process to examine the current condition of learning from learners’ point of view. The process should be done by using instruments that hit straight to the needed information. As the initial step required in developing, take for example an instructional model for learning grammar, the information related to the students’ present knowledge (lacks), the required knowledge (necessities) and their subjective needs (wants) as proposed by Nation and Macalister (2010) should be known. This information can be gotten from the needs analysis which is required in developing an instructional model. Dick, Carey, and Carey (2009) put this needs analysis at the second and third place, after identifying the instructional goal, in developing an instructional model for learning. Several studies have been conducted by practitioners in English language teaching on needs analysis. However, those studies are mostly related to developing learning material for general English (Cunningham, 2015; Moiinvaziri, 2014; Nooria, & Mazdayasnab, 2014), English for Specific Purpose (Yundayani, Emzir, & Rafli, 2017; Bartnikait & Bijeikien, 2017; Boroujeni & Fard, 2013;