2 Lacks
The gap between the students’ existing knowledge and agreed objectives they have to achieve refers to lack Hutchinson Waters, 1987.
The students’ view about their lacks is shown in the following tables. Table 10:
Students’ Current Levels of English Proficiency
Questions Items
N F
Percentage What is your
English proficiency
level? a.
Beginner, can’t carry on a conversation
71 20
28.16
b. Intermediate,
basic conversational skills
can talk about a few topics
71 47
66.19
c. Advance, can carry on
a conversation can talk
about many
topics 71
4 5.63
d. Fluent can talk about
almost any topic 71
Table 10 shows that i n terms of students’ English proficiency it is
shown that most of the students are at the level of intermediate, in which they can carry on basic conversational skills, while students claim that they are in
beginner level of English proficiency.
Table 11:
Students’ Difficulties in Learning English What is your
obstacle in speaking
English? a.
The mastery of limited vocabulary
71 17
23.94
continued
continued
b. The mastery of
limited grammar
knowledge 71
16 22.53
c. Limited knowledge
about the topic 71
12 16.90
d. The mastery of
limited language
functions 71
26 36.61
Task 11 shows that in terms of difficulties, most of the students admit that the mastery of limited language functions is their main obstacle in
learning English. The mastery of limited vocabulary is their second obstacle.
3 Wants
The students’ view about their needs refers to wants Hutchinson and Waters, 1987:56. The presentation about
students’ wants based on the questionnaire is explained below.
Table 12: Students’ General Wants in Learning English
Questions Items
N F
Percentage I want to
learn English that makes
me… a.
able to master grammar well
71 14
19.71
continued
continued b.
able to master grammar well
71 14
19.71
c. able to master
general or science related
vocabularies 71
15 21.12
d. able
to use
expressions in
English to
communicate with friends
and lecturers
71 37
52.11
e. able to differ the
formality of any expressions
71 5
7.04
Table 12 presents the students’ wants in learning English. Being able
to use expressions in English to communicate is the highest tendency, while the second highest tendency is to be able to master general or science related
vocabularies.
b. Learning Needs
Learning needs refer to the list of knowledge and abilities the learners require to perform particular competence in the target situation Hutchinson and
Waters, 1987:60. There are five components in the questionnaire, namely input, procedure, setting, teacher
s’ role and learners’ role. The tables below show the learning needs of the students.
1 Input
Input refers to what sources they have to get in learning English, so that they are able to learn English as well to achieve the intended objectives.
The tables below show the types of input that the students want to get in the
process of English leaning. Table 13: The Data of the Learning Needs Listening Input
Questions Items
N F
Percentage What do you
want to have for listening
input? a.
Monologues 71
33 46.47
b. Dialogues
71 38
53.52 The
length of listening
input texts I wish to have
is
in the
length of… a.
2 minutes 71
22 30.98
b. 2 minutes
71 33
46.47 c.
3 minutes 71
10 14.08
d. 4 minutes
71 6
5.63 Table 13 shows that most of the students want to have dialogues as
the listening input. 33 students or 46.47 of the students want to have listening inputs in the lengths of about 2 minutes.
Table 14: The Data of the Learning Needs Speaking Input
Questions Items
N F
Percentage What do you
want to have for speaking
input? c.
Monologues 71
30 42.25
d. Dialogues
71 41
57.74 For the
length of speaking
input, the students
want the input in the
length of … a.
250 words 71
10 14.08
b. 251-350 words
71 18
25.35 c.
351-450 words 71
29 40.84
d. 450 words
71 14
19.71
Table 14 shows that students of international science classes mostly prefer to have speaking input in the form of dialogues and the second
preference is monologues. In terms of the length of the input for the texts, most of the students wanted to have texts of between 351-450 words, while of
the students wanted to have a text between 251-350 words.
Table 15: Topics to be Discussed
continued Questions
Items N
F Percentage
Topics that you want to
discuss in learning
English are four
choices… a.
daily activities 284
4 1.40
b. sports
284 7
2.46 c.
health 284
8 2.81
d. hobby
284 5
1.76 e.
research 284
12 4.22
f. wildlife
284 3
1.05 g.
invention 284
8 2.81
h. flora and fauna
284 9
3.16 i.
Appearance 284
4 1.40
j. history of science 284
8 2.81
k. nature
284 11
3.87 l.
environment 284
13 4.57
m. Parts of the body 284
10 3.52
n. Natural resources 284
6 2.11
o. food
and beverages
284 8
2.81 p.
weather and
seasons 284
4 1.40
q. scientists
284 16
5.63 r.
natural disasters 284
8 2.81
s. diseases
284 24
8.45 t.
space 284
28 9.85
u. technology
284 7
2.46 v.
lifestyle 284
4 1.40
w. occupation
284 5
1.76
continued
T
Table 15 shows that science theory is the most chosen topic by students of international science classes, while space comes second.
Table 16: The Importance of Picture Availability
Questions Items
N F
Percentage I think, the
availability of relevant
pictures in the materials
is… a.
Very helpful 71
47 66.19
b. Helpful
71 24
33.80 c.
Quite helpful 71
- d.
Not helpful 71
-
Table 16 shows that in terms of picture availability most of the students consider the availability of relevant pictures in the materials to be
very helpful since the presence of relevant pictures may help understanding the materials better.
Table 17: Students’ View about Language Functions to Use
c continued
x. science in our
daily lives 284
24 8.45
y. education
284 8
2.81 z.
science theory 284
36 12.67
aa. natural
phenomenon 284
4 1.40
Questions Items
N F
Percentage Language
functions that I use are…
a. Giving
explanation 71
11 15.49
