76 Development strand, the Communicative Language Teaching and the Contextual
Teaching Learning. Besides, the first step of ADDIE, analysis, was conducted here. Need
analysis aimed to find out need and want as a basis of designing the model. In order to design the model, collecting need analysis was necessary. The researcher
distributed need analysis questionnaires for three English teachers and forty students of grade ten from all of study programs in Putratama Vocational High
School. There were four study programs which were Broadcasting, Accounting, Management and Automotive. The researcher randomly chose ten students from
each study programs as the participants of need analysis so there would be forty students.
a. Need Analysis Data from English Teachers
Here, need analysis data that was gathered from the participants, three English teachers in Putratama Vocational high School, was presented. The
questionnaires of need analysis for teachers were distributed on 5
th
of March 2015. The questionnaire consisted of fifty items for closed questions and six
questions for open questions. The teachers answered by choosing the options and answering the provided questions. The first part of need analysis questionnaire
was fifty items that asked about teachers’ opinion. The participants were three
English teachers. They should choose four options that were strongly agree SA, agree A, disagree DA, and strongly disagree SDA. This part aimed to gain
teachers’ perception on students’ need so that the Communication Practice Model
77 could meet what students needed. After distributing questionnaire, the result could
be obtained. There were four items 1-4 that asked about the importance of the
communication. All of English teachers 100 who became the participants strongly agreed if students of the vocational high schools should be able to
communicate and if communication was a bridge to interact with other people. Two English teachers 66.67 strongly agreed that communication helped
students of the vocational high schoold cooperate with other people and one teacher agreed about that. A teacher 33.33 agreed that communication helped
students of the vocational high schools compete with other people. Besides, there were four items 5-8 that discussed about the importance of English in
communication for tenth grade students of the vocational high schools. Some teachers 66.67 really agreed that tenth grade students of the vocational high
schools should be able to communicate in English and that communicating in English helped tenth grade students of the vocational high schools connect to
other people globally. Two teachers 66.67 strongly agreed and one teacher 33.33 agreed if communicating in English helped tenth grade students of the
vocational high schools cooperate to other people globally and if communicating in English helped tenth grade students of the vocational high schools compete to
other people globally. The summary of percentage can be presented as follows.
78
Table 4.1 Teachers’ responses for item 1-8
