1. Instrument for the Concept of the Iconic Model
Here, interview, questionnaire, and document were used to gather need analysis from teachers and students. The explanation would be explained as
follows.
a Interview
Interview was chosen as the main research instrument. Using interview as the main instrument was much more efficient in this research because the
researcher could collect data that could not be obtained in other instruments. One of the most important aspects of interviewing is flexible. The
interviewer is able to observe the subject or the interviewee as well as the situation and can paraphrase the questions when needed. There are two
types of interviews: structured and unstructured Ary et al. 1997: p. 174.
The structured interview is more formal and inflexible. On the other hand, the unstructured interview is less formal and flexible. In this study, the researcher
used the unstructured interview to obtain the additional information for the needs analysis and in the preliminary field testing
. Ary 2002 stated, “The unstructured, open-ended format permits greater flexibility and responsiveness to emerging
issues for the participants” p. 25. The interview was conducted by interviewing the English teacher and the students of vocational high school to get further
information about students‟ materials, methods, activities, characteristics, lacks, interests, and needs in English subject.
b Questionnaire
According to Ary, et.al. 2002, there are two types of questionnaires; they are structured and unstructured questionnaire. Structured questionnaire usually
known as close questionnaire, while unstructured questionnaire usually known as open questionnaire. Trochim 2006 states that a questionnaire tends to be an
instrument which uses paper and pencil or pen in completing. In this study, the researcher employed both close and open form questionnaires. The questionnaire
was used to obtain the data from need analysis, preliminary field testing, and main field testing. The questionnaires consisted of a number of statements where
participants were asked to demonstrate their reaction 1 to 5 points of agreements and several open-ended questions where participants could express their opinion
freely. The blue print of the questionnaire could be seen in table 3.2.
Table 3.2 Summary of questionnaire blueprint of need analysis for students Concept
Construct Indicators
Numbers of Items Information about the present
progress to be made
toward the desired
goal Graves,
2000 Personal
information To provide the
background for the remaining questions
Identity part
Level of language
proficiency To know which skill
to develop To know which
elements of grammar to emphasize
1, 2, 3, 4
Level of intercultural
competence To develop and
emphasize the sociolinguistic and
sociocultural skills 5, 6
Interest To help teachers
design the course around topics that
will engage the learners
26 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Learning preferences
To know whether the learners will be
comfortable with certain kinds of
activities
To know how to set up activities or what
kinds of bridges will need to be built
between students‟ expectations of how
they should learn and
the teacher‟s approach and beliefs
7, 8, 9, 10, 11
Attitudes To know whether the
learners feel confident about
using the target language
To know whether the learners are
comfortable with making mistakes
12, 13, 14, 15, 16, 17
Information about what the learners’ need to learn and want to change in the future
progress to be made
toward the desired goal
Graves, 2000
Goals and expectations
To shape goals To alert learners to
what is realistic within the
constraints of the course.
18, 19, 20, 23, 24, 25
Target context: situations,
roles, topics, and content
To know the situations, roles,
topics, and contents that are needed by
the learners 21, 22
Types of communicative
skills they need and tasks
they will perform
To know the types of communicative skills
they need and tasks they will perform
26, 27 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c Document
Document analysis was a process of gathering information that usually on the written text materials. Bogdan Biklen 2003 stated, “Document refers to
the materials such as photographs, videos, films, memos, letters, diaries, clinical case records, and memorabilia” p. 57. In this study, the researcher collected the
syllabus and the English materials that were used by the English teacher. The researcher would use those documents to support the researcher‟s argument so
that the argument would be more valid.
2. Instruments for the Practice of the Iconic Model