Figure 4.3: Interview results of students’ English learning needs
b. The Result of the Questionnaires for Vocational High School Students
The questionnaire to obtain the data of s tudents‟ needs was conducted to
X, XI, and XII grade students of vocational high school at SMK N 3 Yogyakarta and SMK N 2 Depok. The questionnaires were distributed on 15
th
February 2016
Students’ English
learning needs Speaking listening competence
X: greeting, daily conversation, answering phone, and giving presentation
XI: answering phone, giving speech, and play performance
XII:
job interview
Reading and writing competence
X: procedure text, daily text, text that had connection with students‟ major, and text that could support the
students‟ future jobs XI: general and specific text, writing postcard and
poster, personal letter, and short story. XII: writing CV
General competence
X: giving direction, describing things, describing people, describing jobs, giving opinion, expressing
apology, and imperative XI: describing people, procedure text, giving opinion,
expressing invitation, giving suggestion, offering something, congratulating others, and formal invitation
XII: convincing clients, giving presentation
Grammar
X: simple present tense, simple past tense, simple future tense, present perfect, and present continuous
XI: present progressive, present perfect, and conditional XII: complex sentence
and 29
th
February 2016. The number of the participants who were chosen to fill in the questionnaire was 59 students from grade X, 63 students from grade XI, and
60 students from grade XII. Besides, this research had several primary aims. The first was to examine students‟ needs of English learning model that was more
specific, suitable, and effective for preparing them to compete with other human resources, so that they could have better jobs and it could improve the stude
nts‟ life quality in the future. The second was to obtain the information about the
participants‟ backgrounds and their needs. The learning materials in the model were selected by taking into account the students‟ needs obtained from the need
analysis. Among twenty answered questionnaire which are distributed into two parts; seventeen for closed questions and three for opened questions, all
questionnaires were completed and therefore applied. The complete result of the questionnaire could be seen in the appendix.
Based on the obtained data, the researcher could generate three themes that were similar as the themes in the interview results of the English teachers. The
themes were students‟ English needs, students‟ English wants, and students‟ English learning needs. The results of the questionnaire would be used as the basis
for designing the learning model. The explanation of the themes would be presented below.
1 Students’ English Needs
The first theme is students‟ English needs. It can be divided into two parts, they are initial competence and students‟ interest. Initial competence is what has
been achieved by students, while students‟ interests are the materials and method that are interesting for the students. The first part of students‟ needs is the initial
competence. The initial competence can be found in the closed questions number one, two, three, four, nine, and ten.
First, the researcher asked about the ability of students to communicate in English actively, communicatively, and grammatically correct. The students grade
X, XI, and XII doubt with their English ability. It could be shown from the result of questionnaire. The average score of grade X was 2,42; grade XI was 2,44; and
grade XII was 2,2. It meant that the students of all grades doubt with their ability to communicate in English especially when they had to be more active and
communicative. Actually, it was caused by the background and ability of the students that were various. Every student came from the different family
background, different junior high school, and different intelligence. Those factors influenced the students‟ way of thinking and their ability to digest the learning
materials including English language materials. Besides, the English skills owned by each student was various, sometimes
the student had good ability in listening, but their ability in speaking, reading, and writing was not really good. Actually those skills were integrated and it supported
each other, but there was a big possibility if one of the skills was more stands out. It was proven from the statements number two, three, and four. The students doubt
with their ability to understand the English conversation both written and spoken. The average score of students grade X was 2,63; grade XI was 2,78; and grade
XII was 2,59. It showed that the students doubt with their skill to understand the English conversation. Next, the students also doubt with their ability to
understand the English texts. It could be proven from the average score in the questionnaire number three. The average score of students grade X was 2,51;
grade XI was 2,63; and grade XII was 2,5. It showed that the students still doubt with their ability to understand the English text. They need to open the dictionary
for several times so that they could understand the meaning. Moreover, the students also doubt with their skill to write some kinds of English text with few
mistakes. It was proven from the average score, grade X was 2,41; grade XI was 2,48; and grade XII was 2,35. Those factors happened because the students had
limited time for learning English in the class and also had no opportunity to practice English at home. If the students wanted to have good English skill, they
must practice regularly. The next statement was to know the students‟ confidence in using English
language. The result of the questionnaire showed that the students were doubt and not confident with their English skill. It could be proven from the average score
from grade X which was only 2,44; grade XI was 2,51; and grade XII was 2,25. It was caused by the students‟ frequency and opportunity to communicate in
English. The students had limited time and opportunity to communicate in English and even they had no chance to communicate in English outside the classrooms.
Besides, the students‟ environment did not support the students to communicate in
English, so that it was difficult to find interlocutors to communicate in English. The next point was about making mistakes when communicating in
foreign language. Many people agreed that making mistakes when learning foreign language was a common thing, especially for beginners. That statement
was supported by the result of the questionnaire. It showed that the average score of grade X was 3,15; grade XI was 3,27; and grade XII was 3,1. The average
score indicated that the students had positive response towards the statement PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
because making mistakes when learning foreign language was a common thing, moreover students could learn from their mistakes and making mistakes also
could not decrea se the students’ self-confidence. Besides, people knew that self-
confidence is very important for humans‟ life if they want to be more successful and have a better life quality.
The second part of the students‟ English needs is the students‟ interests. This part can be found in the closed questionnaire number five until eight. Based
on the questionnaire, the students were doubt that in teaching and learning process in the class, they should be more active than teachers.
Collins O‟Brien 2003 said that student-centered is a learning approach in which students
influence the content, activities, materials, and pace of learning. This learning model places the students in the center of the learning process. Moreover, the
teacher provides students with opportunities to learn independently and from one another and coaches them in the skills they need to do so effectively. The students
were doubtful because they were less self-confidence with their ability to communicate in English. They need more guidance from the teachers so that they
could have the better basic English before they had to be more active than the English teachers. Those statement could be proven from the average score of
grade X that was 2,49 grade XI was 2,51; and grade XII was 2,33. Notably, culture is the important factors that can show the identity of some
countries. People know that every country has their own cultures that are really different from other countries. Indonesia also has its own cultures that are
different from other countries. Although most students of vocational high school could not communicate in English fluently, even some of them could not
communicate in English at all, but they really appreciated the cultures from other countries. It could be proven from the statement in the questionnaire that the
students had willingness to know and interested in the culture from other countries. The average score form grade X was 3,24; grade XI was 3,10; and
grade XII was 3,07. The score showed that the students had positive reaction toward the other culture. They had curiosity to know the culture from other
countries. Assessment is considered important to measure the students‟
improvement. Overton 2008 said that assessment is the process of gathering information to monitor progress and make educational decisions if necessary and
it may include a test, observation, and behavior monitoring. Although assessment was considered necessary for the students, but most students did not realize that it
would be meaningful to know their improvement. The average score from the questionnaire of grade X was 2,78; grade XI was 2,38; and grade XII was 2,8. The
score showed that the students were doubt that daily test, mid test, and final test must be held routinely. They were doubtful with the statements because they had
to study if they wanted to get the high score. Unfortunately, sometimes they were not ready when facing the test because their willingness to study was still low, so
that the results were not satisfying with the results. Based on the result of the questionnaire, learning in groups were more
interesting than learning individually. It could be seen from the average score form grade X that was 2,93; grade XI was 3,22; and grade XII was 2,92. The
score showed that the students had positive response toward learning in groups than learning individually. When learning in groups, the students could share their
problems with their partners and they could help each other. Teaching and learning in small groups has a valuable part to play in the all-round education of
students. It allows them to negotiate meanings, to express themselves in the language of the subject, and to establish more intimate contact with academic staff
than more formal methods permit. It also develops the more instrumental skills of listening, presenting ideas, and persuading Jacques, 1991. From the results of
questionnaire, the researcher can present a figure as follow.
Figure 4.4: Q uestionnaire results of students’ English needs
s tudents’
English needs initial competence
low English skill
doubt with their ability to understand English conversation doubt with their ability to understand English text
s tudents’ interest
prefer teacher-centered in teaching and learning process doubt with their ability to write English text
not confident in using English language not afraid to make mistakes
interested in the cultures from other countries doubt that the test should be held routinely
prefer learning in group than individually PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2 Students’ English Wants
The second theme is students‟ English wants. This theme would talk about the facility of constraints. The information of this part could be found in the
closed questions number eleven until seventeen and in the opened questions number five and six. Although most of the technology division students were not
able to communicate in English fluently, but they realized that English language was an important media for communicating with other people when working, so
that they could compete with other human resources who came from other countries. That statement was proved by the average score in the questionnaire of
grade X that was 3,15; grade XI was 3,24; and grade XII was 3,25. The score showed the positive response from the students. The students agreed with that
statement because they were aware that English was an international language and everybody was expected to be able to communicate in English. This factor forced
the vocational high school students to be able to communicate in English actively. Moreover, to support the ability of vocational high school students in
mastering English language, they must learn using the appropriate teaching materials.
The materials itself should be able to improve the students’ attitude. This statement was supported by the
students‟ opinion from the questionnaire. The students agreed that knowledge should be balance with good English skill and
attitude if the students wanted to be successful in learning English. That statement could be proven from the score of the questionnaire. The average score from
grade X was 2,71; grade XI was 3,27; and grade XII was 3,25. Students were aware that good skill and attitude could influence their future. If they had good
skill and attitude, the better life quality would follow them. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Recently, the government decided that the English materials for vocational high school should be similar as the materials for senior high school students.
Actually, it was contradictory with the aim of the vocational high school itself. Most of the vocational high school students would work after graduating from
school, while most of the senior high school students would continue their study in universities. It would not be effective for vocational high school students
because their needs were not accomplished and it considered not effective. The average score from the questionnaire of grade X was 3,42; grade XI was 3,67; and
grade XII was 3,58. The average score showed that the students were strongly agreed with the statement. It also explained that the vocational high school
students should use the English materials that could support their occupation after graduating from vocational high school. Besides, they also agree that the
vocabulary that is taught to them should be different from the vocabulary that is taught to senior high school students. It was better to give the vocabulary that has
connection with technology so that it could prepare the students before working. The average score from grade X was 3,14; grade XI was 3,29; grade XII was 3,15.
The average score showed the positive response from the students. Mrowicki 1986 holds that competencies consist of a description of the
essential skills, knowledge, attitudes, and behaviors required for effective performance of a real world task or activity. It means that skill, knowledge,
attitudes, and behavior are important to improve the students’ professionalism when they work in some companies. It is better to include the materials which can
improve those aspects so that it can be more effective for the students. The students agreed with that statement because their response was positive and it
could be concluded from the average score of grade X which was 3,39; grade XI was 3,41, and grade XII was 3,25. Besides, those aspects also can help the
students to have better jobs. It can be shown from the average score from grade X that was 3,58, grade XI was 3,25, and grade XII was 3,32. The average score
indicated that the students‟ opinion was on strongly positive scale. After the students have better jobs, they can have the better life quality in the future. The
students also agree with that statement because the average score from grade X was 3,61, grade XI was 3,14, and grade XII was 3,3.
In the opened question number five, the researcher asked about what the factors that were necessary for students which could support them in reaching the
goals of learning English. There were various answers from the students, such as the students need to learn the materials about technology, the students had
willingness to communicate with foreigners, and the students could pronounce the English vocabulary correctly. One of the students stated, when working, the
technology divisions students need to communicate in English, especially talking about technology 8XS205. Next, on the question number six, the researcher
asked the students about the importance of the combination of skill, knowledge, attitude, and responsibility. Most students said that the combination of skill,
knowledge, attitude, and responsibility were important because those combination could prepare the students before working in the real companies, it would be
useful if the students working abroad, it could be the modal for facing the future, and to gain the students‟ mental before working. It could be proven from one of
the students‟ answers in the questionnaire, “The combination of skill, knowledge, attitude, and responsibility is really important because when working, people not
only need knowledge but also discipline and responsibility 8XS76.” From the results of questionnaire, the researcher can present a figure as follow.
Figure 4.5: Q uestionnaire results of students’ English wants
3 Students’ English Learning Needs
The third theme is students‟ English learning needs. This theme can be divided into four parts, they are speaking and listening competence, reading and
writing competence, general competence, and grammar. The question in the questionnaire can be found in the opened question number three. This question is
s tudents’
English wants facility of constraints
should prepare the students for working
materials
should discuss the materials about technology should improve the students‟ attitude and skill
should be more specific
should include skill, knowledge, and attitude for improving the students‟ professionalism
time allocation
give the extra time for teaching and learning process in the class
used to find the materials that are effective and suitable for vocational high school students.
Based on the result of questionnaire of grade X, the materials which were appropriate for speaking and listening competence were daily conversation and
giving presentation. The materials which were appropriate for reading and writing competence were daily text and procedure text. The materials for general
competence were explaining the function of things, giving direction, giving opinion, and expressing apology. The students also explained that they need to
learn the English grammar, vocabulary, and pronunciation especially for vocabulary in technology divisions. The materials for grade X were considered
simpler than the materials for grade XI and XII because the X grade students required being accustomed to their new environment and also the materials that
would be discussed in vocational high school were quite different from the materials of junior high school.
On the other hand, the materials for grade XI were different from grade X but some materials still would be discussed in grade XI but with the different level
of difficulties. The materials which were appropriate for speaking and listening competence were giving opinion, giving speech, daily conversation, and
congratulating others. The materials which were appropriate for reading and writing competence were writing postcard, writing poster, and writing short story.
The materials for general competences were giving suggestion, offering something, and accepting and refusing invitation. The students grade XI also
explained that they need to learn the English grammar, vocabulary, and pronunciation especially for vocabulary in technology divisions.
Next, the materials for grade XII were reviewing the materials of grade X and XI because the students were prepared to face the national examination, so
that they could be graduated from vocational high school with satisfying result. Besides, the materials which were appropriate for speaking and listening
competence were job interview, giving presentation, and daily conversation. The materials for reading and writing competence was writing CV and writing letter.
The material for general competence was convincing clients. The students grade XII also explained that they need to learn the English grammar, vocabulary, and
pronunciation especially for vocabulary in technology divisions. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 4.6: Interview results of students’ English learning needs
c. The Results of the Document Analysis
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