A simple text 150-200 words Identifying

input that the students can comprehend

c. 150-200

words short 33 24 72.72 From the table above, it can be seen that 72.72 students want to have reading texts which have 150-200 words in length. The other students 27.27 want to have texts which have 250-300 words in length. Table 4.13 Input Text of Learning Writing Item Writing Input N f Percentage Type of writing text that the students want a. Text with a list of vocabularies 33 8 24.24

b. A simple text

containing terms on beauty 33 19 57.57 c. The generic structure of a text 33 2 6.06 d. In the form of table, diagram, or graphic 33 4 12.12 e. Others 33 Table 4.14 shows that in learning writing; most of the students 57.57 want to have texts which contain terms on beauty, while the other respondents 24.24 want to have texts with a list of vocabularies. Table 4.14 Writing Input Length Item Input Length N f Percentage The length of the writing input that the students can comprehend a. 300 words long 33 1 3.03 b. 250-300 words medium 33 12 36.36

c. 150-200 words

short 33 20 60.60 From the table above, it can be seen that 60.60 students want to have texts which have 150-200 words in length. The other students 36.36 want to have texts which have 250-300 words b Procedure Procedure specifies what learners will actually do with the input to achieve particular goals on each task Nunan, 2004. Here are the results of the needs analysis questionnaire in term of learning procedures. Table 4.15 Listening Procedure Item Listening Activity N f Percentage Type of listening activity that the students want a. Completing blanks on an incomplete text 33 8 24.24 b. Writing down some important points of the texts 33 6 18.18 continued continued c. Retelling a story with own words 33 2 6.06 d. Identifying the general point of the text 33 4 12.12

e. Identifying

the detail information of the text by answering the questions provided 33 13 39.39 f. Others 33 In terms of listening activities, 39.39 students want to have tasks of identifying the detail information of the text by answering the questions provided. The second type of tasks that the students want to have is completing blanks on an incomplete text 24.24. Table 4.16 Speaking Procedure Item Speaking Activity N f Percentage Type of speaking activity that the students want a. Demonstrating a dialogmonolog which is provided in the textbook 33 8 24.24 b. Writing a dialog and demonstrating it 33 1 3.03

c. Role-playing