3. LACKS a Students’ Level of Proficiency
In developing the materials, the material developer needed to know the students‟ level of proficiency. The materials must be developed based on their
level of proficiency so the materials can be easily understood by the students. The result of students‟ level of proficiency can be seen in the table as follows.
Table 10: Students’ Level of Proficiency
Question Items
N Percentage
Which one is your English level of
proficiency? Basic
28 82
Intermediate 28
14 Advance
28 4
From Table 10, it can be seen that most of the students were in the basic level of English proficiency. Only few of the students stated that they were
already in advance level. This result also could be noted as a matter of developing the materials. The materials were then developed based on their proficiency level.
The materials may not be presented in too difficult ways. Also the developer had to know what skill the students often had
problems. This case also could be considered in developing the materials in order to help the students to fix that problem. The result can be seen in the table as
followed.
b Problems Usually Occurred
Table 11: Problems Usually Occured
Question Items
N Percentage
I have problems in... Listening 28
39 Speaking
28 36
Reading 28
7 Writing
28 18
In the Table 11, it can be seen that listening and speaking were the skills that most of students had problems with. Then, it followed by writing and reading
skill. Considering the result, the integrated materials were developed, but listening and speaking skill were being noted.
4. WANTS
The third aspects in knowing target needs were wants. In this research, it was represented by the English aspect the students want to achieve, which can be
seen in the following table.
a The English Aspect the Students Want to Achieve
Table 12: The English Aspect the Students Want to Achieve
Question Items
N Percentage
The English aspect I want to achieve
is... Pronunciation
28 14
Grammar 28
31 Vocabulary
28 54
Other 28
Table 12 shows that the students want to have more vocabulary mastery activities since the English aspect the studens want to achieve was vocabulary.
The grammar aspect was in the second place, so there were also explanation about the grammar used in the materials being discussed. There were also students that
chose pronunciation aspect. From the result, the developed materials were then focused on those three aspects, but activities related to vocabulary mastery would
be more noted.
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