Based on Table 4.13, the length of the input for writing skill that the students want is around 50 to 100 words.
2 Procedures
The next point in learning needs is procedure. Nunan 2004: 52 defines procedure as what the learner will do with the input that forms the point of
departure for the learning task. The tables below will present the result of the need analysis related to the procedures that the students want.
Table 4.14: Learning Activities for Listening Skill No.
Statements Scale
1 2
3 4
SUM SUM
Kinds of tasks or learning activities for listening skill that you want are … 63
discussing the content of monologues or dialogues
25 75
64 identifying keywords in monologues or
dialogues 20
80 65
identifying expressions in monologue or dialogues
21.25 78.75
66 answering questions orally based on the
monologues or dialogues 25
75
67 answering questions in writing based
on the monologues or dialogues
15 85
Table 4.14 shows that 85 of students want answering the questions in writing based on the monologues or dialogues as the learning activities for
listening skill. Meanwhile, as the result of the interview with the English teacher, it
stated that the effective activities for listening skill were listening to audio and
then completing the incomplete dialogue. After that, students were given the more complex tasks. The excerpt can be seen as follows.
Therefore, it can be said that the activities for listening skill are listening to the monologues or dialogues and then answering the questions or completing
the dialogues.
Table 4.15: Learning Activities for Speaking Skill No.
Statements Scale
1 2
3 4
SUM SUM
Kinds of tasks or learning activities for speaking skill that you want are …
68 practicing dialogues in pairs
16.25 83.75
69 having discussion in groups
3.75 96.25
70 role playing
27.5 72.5
71 giving opinions
25 75
72 telling about the daily life
30 70
Table 4.15 shows that most students want having a discussion in groups as the learning activity for speaking skill. Moreover, they also want to practice
dialogues in pairs as the speaking activity. Related to the result of the interview with the English teacher, it stated that the effective activities for speaking skill
R :
Menurut Ibu, bagaimana input dan activities yang baik dan efektif dalam mengajarkan
listening skill? What do you think about the appropriate or effective input and activities for mastering the listening
skill? T
:
Mendengarkan audio sederhana, kemudian mengisi
incomplete dialogue,
baru lanjut ke soal yang lebih kompleks.
Listen to simple audio, then, complete the dialogue, and continue to more complex
tasks. Appendix D
