Data Collection Techniques and Instruments

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CHAPTER IV FINDINGS AND DISCUSSION

This chapter presents the findings and discussion of the research. The findings are divided into five parts namely the result of the needs analysis, the course grid, the unit design, the first draft of the materials, and the expert judgment.

A. Research Findings

1. The Results of Needs Analysis

The needs analysis was conducted on 26 th August 2015 at SMA PIRI 1 Yogyakarta to collect data related to students’ needs by using needs analysis questionnaire. It was in the form of multiple choices of twenty questions. There were some questions in which the students were only allowed to choose one option, and there were some questions in which the students were allowed to choose more than one option. a. Students’ identities There were 23 students who filled in the questionnaire. The following table is shown the research populations in class X of SMA PIRI Yogyakarta. Table 5: Data of the respondents in the needs analysis Students’ characteristics Sex Age Range Male Female Number of students 14 9 14-17 continued Based on the table above, there were a lot of male students than female students. It means that the learning activity is dominated by male students. Besides, there were 2 students in the age 14, 16 students in the age 15, 4 students in the age 16, and 1 student in the age 17. Based on Brown 2000: 92, students at that age are categorized as teens who have specific characteristics. First, their intellectual capacity adds abstract operational thoughts. It means that linguistic metalangauge can have some impacts. Second, as a result of intellectual maturation, their attention spans are lengthening. However, it can also be shortened because of many diversions in teenagers’ life. Third, increasing capacities for abstraction lessen the essential nature of appealing to all five senses. Thus, varieties of sensory input are still important. Fourth, teenagers are very sensitive. Some factors such as ego, self-image, and self-esteem are at the pinnacle. Fifth, in teaching the students, care must be taken not to insult them with stilted language or to be bore them with over analysis. It is because the students are becoming increasingly adultlike. Knowing those characteristics is very important in order to develop appropriate teaching materials. b. Target needs A t arget need is learners’ view about the target situation Hutchinson and Waters: 1987. The analysis of the target needs is explained below. 1 Goal Table 6: Students’ view about target goals No. Questions Items F P 1. In your opinion, learning English is…. a. Very important 17 73.9 b. Important 6 26.08 c. Less important d. Not important continued continued No. Questions Items F P 2. Having ability in English writing is…. a. Very important 17 73.9 b. Important 6 26.08 c. Less important d. Not important The table shows that 73.9 students believe that learning English is very important. Besides, having ability in English writing is also very important based on the table above. 2 Needs Table 7: Students’ view about target needs No. Questions Items F P 3. The level of your writing ability is …. a. Beginner 1 3.34 b. Intermediate 22 95.65 c. Advanced d. Others …. 4. How often do you write in English? a. Very often 1 3.34 b. Frequently 3 13.04 c. Sometimes 19 82.6 d. Never According to the table, 95.65 states that their writing abilities are intermediate. In addition, 82.6 of the students claim that the sometimes write in English. 3 Wants Table 8: Students’ view about target wants No. Questions Items F P 9. Does teaching grammar need to be done before writing texts? a. Yes 22 95.65 b. No 10. Is teaching vocabulary needed before writing texts? a. Yes 20 86.95 b. No 3 13.04