1 Research and Information Collecting

82 Table 4.4 Teachers’ responses for item 33-50 Therefore, the teachers’ responses for item number 1 until item number 50 showed that teachers chose only strongly agree SA option or agree A option. The teachers’ responses showed if the option of “SA” showed the percentages of 100 and 66.67 and some items in the option of “A” showed the percentage of 66.67. Besides, there was no teacher who chose the option of “DA” or “SDA”. That result presented positive responses. Finally, the teachers’ responses about students ’ need were suitable with the concept of the iconic model since the data indicated most teachers strongly agree and agree with the statements about the concept of the iconic model. Number of Question Teachers Responses SA A DA SDA 33 3 100 34 3 100 35 3 100 36 3 100 37 3 100 38 3 100 39 3 100 40 3 100 41 3 100 42 2 66.67 1 33.33 43 2

66.67 1

33.33 44 3 100 45 3 100 46 3 100 47 3 100 48 3 100 49 3 100 50 2 66.67 1 33.33 83 In conclusion, teachers’ perception on students’ need showed that the participants did agree with the researcher’s concept which planned to design a product related to the Fluency Development, the Communicative Language Teaching and the Contextual Teaching Learning. They agreed that communication was important and should cover speaking, writing, listening and reading. Since communication dealt with English skills, the Fluency Development was utilized. They also had the same opinion that communication practice was needed for students in order to make them able to communicate. They agreed if communication practice should include the Communicative Language Teaching and the Contextual Teaching Learning. Besides, the participants gave positive responses to activities and topics that were covered in the questionnaire. The topics were suitable for the vocational high school s’ students of grade ten because the topics were chosen based on syllabus of the vocational high schools for tenth grade students. The topics included greetings, introduction, offering, suggestions, opinion, invitation, apology and permission, describing people, describing things, advertisement, memo, past experience and direction. The participants also gave good responses related to the activities that referred to interview, discussion, answer and question session during presentation, and presentation. Therefore, after knowing their positive responses, the researcher could arrange the topics, material and activities. The second part of need analysis questionnaire was six questions. The questions intended to find teachers’ perception and suggestions related to students’ need and communication practice. The participants who were three 84 teachers should answer six questions in the open questions. In order to analyze the data, the participants were named as Teacher1, Teacher2, and Teacher3. After interpreting the participants’ opinion, the data of need analysis could be gained. All participants had the different way in teaching communication in the classroom. There was a teacher Teacher1 who always encouraged the students to speak, to write and sometimes used body language to explain when students did not understand. Besides, other teachers used different way. Teacher3 used interview or role play, and Teacher2 spoke English regularly and used English for communication in teaching listening, reading, and writing uses interactive, group- based, networking. Dealing with communication, Teacher 2 and Teacher3 said that communication was important to face free trade and global era. Teacher1 said that the more we used or practiced English for communication, the easier we mastered English. Besides, all participants said that it was sometimes difficult to communicate in the classroom because students lacked of self confidence, lacked of practice and vocabulary and sometimes the class atmosphere did not support communication in English to be occurred. Furthermore, in order to help students able to communicate, Teacher1 suggested asking students to communicate in English in the class and outside the class or using social media to communicate with them and she said that practicing job interview or handling telephone might be helpful for students to learn how to communicate since students were prepared to work. Teacher2 and Teacher3 suggested students improving their self confidence, developing vocabulary and creating communicative environment so that communication could exist. As a 85 suggestion for teacher in inviting students to communicate, Teacher1 said that teacher had to ask students to communicate in English inside or outside the class and Teacher3 said that teachers should do more practice in class and should encourage students to speak English. Beside, Teacher2 said that teacher should be communicative and gave students-centered activities that enabled students to engage in meaningful communication. Moreover, as a suggestion for students, Teacher1 stated that students should practice regularly inside or outside class. Teacher2 explained that students should practice speaking English or interact to others using English and should enrich their vocabulary and knowledge of speaking expressions used in real life situation. Then, Teacher3 stated that students should practice a lot, improve their confidence and improve their vocabulary mastery. In conclusion, the participants gave good opinion and suggestions related to the Communication Practice Model. In summary, the Communication Practice Model should cover communicative activities which dealt with speaking, interacting with other people inside and outside the classroom, practicing regularly and using real life situation. Therefore, the Communication Practice Model could be designed based on the data of the need analysis from English teachers.

b. Need Analysis Data from Students