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2. Learning Needs of Students of Grade XI of Automotive Engineering
In planning a discourse, there is an aspect that needed to be considered besides need analysis, called learning needs. The learning needs are path to
achieve goals and objectives. They can futher be broken down into five
components, namely: input, procedures, setting, teacher and student roles.
The following are the results of the targets’ needs.
1.
In terms of input, students want input texts that are familiar with them. In learning writing, the picture should be avaliable.
2. In terms of procedures, students chose to have various activities.
3. In doing the tasks, students want tasks that are required students to do
tasks individually, in pair and in small group.
4. Students hoped that teacher is active in process of learning and ready to
explain the materials.
5. At the same time, students hoped their colleagues to be active too in
giving critics or suggestions of their writing.
3. Characteristics of English Supplementary Written Cycle Instructional Materials for Students of Grade XI of Automotive Engineering
Developing supplementary learning materials for ESP students should take some things into account. The developer should know the nature of the learning
materials. The combination of material development principles in ESP and general English will create appropriate learning materials for ESP students.
However, the products of this research are different from other ESP materials where the materials are developed solely based on need analysis. The developed
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materials are developed based on combination of need analysis and Curriculum 2013. After done, the developed materials are evaluated by an expert. Based on
the results of expert judgement, the materials are classified as good. The characteristics of the materials are as follows.
1. The topics used in the materials are related to Automotive Engineering. 2. The materials consist of three parts, namely:
a. Introduction This part consists of the unit title and warm up. The obejctive of
warm up section is to prepare students before they learn from main activities.
b. Main Activities The materials are developed based on the results of the needs analysis
and Curriculum 2013. Because the focus of the intructional materials is written cycle, the main activities only covered four points: reading, writing,
vocabulary and grammar. c. Closing
This part includes homework and reflection. The reinforcement tasks are meant to reinforce students
’ understanding about the topic being discussed in the unit. Homework is
to increase students’ understanding of the unit topic at home. By doing homework, students are expected to have better grasp related
to the topic. The reflection section aims to make students reflect what they have learnt in the unit.
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B. Suggestions 1. To English Teachers
The product of this research is a set of learning materials intended to supplement the English national textbooks developed by Ministry of Education
and Culture. As supplementary learning materials, the product of this research should be able to help teachers in order to make their students learn English
better. The use of the product will enable teachers to determine what kinds of
materials that students really need. By knowing students ’ interests and needs,
teachers will learn how to provide materials which are not depending on English national textbooks. Teachers will choose to adopt and adapt others textbooks or
texts for classroom use. Ultimately, if teachers are active in adopting and adapting particular texts
e.g. authentics materials, they will have capability to develop their own supplementary materials which are appropriate for their students.
2. To Other Materials Developers
For other material developers, there are several things that need to be considered in developing learning materials. The first one is the content of
materials. The content of the materials should be based on the results of need analysis. The results of need analysis is also combined with the current curriulum
in particular level of formal educations. The materials should reflect students current level of thinking and encourage them to learn English. The second one is
the presentation of the materials. The materials should be presented in systematic
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