Goals are related to students’ general motivation on why they decide to learn a specific subject, in this case, English. More than half of the respondents
56.67 agreed that they learned English to be able to use it in communication, both orally and in writing. Next, more than a quarter 30 of the respondents
agreed that they will get benefits from learning English in their future career. Meanwhile, the rest of the respondents 13.33 said that they learned English in
order to know more about the language and also its culture. b.
Students’ Needs
Target needs are what knowledge and abilities the learner needs in order to be able to perform appropriately Hutchinson and Waters, 1987: 55-58. There are
three aspects of students’ needs, they are necessities, wants, and lacks. 1.
Necessities Table 7: Necessities
Question Items
N F
What is your currrent English level?
a. Novice 30
21 70
b. Elementary 30
8 26.67
c. Intermediate 30
1 3.33
As an XI grader, your English should be at
what level? a. Novice
30 b. Elementary
30 28
93.33 c. Intermediate
30 2
6.67 ‘Necessities’ is the type of needs determined by the demands of the target
situation. From the questionnaire, it was revealed that 70 of the respondents thought that their English skill was at the novice level. 26.67 of the respondents
claimed that their English was at the elementary level, and 1 respondent with intermediate English. However, the majority of the students 93.33 agreed that
as eleventh graders they should have elementary level English skills, while the
rest thought that they should have intermediate level of English skill.
2. Wants
Table 8: Wants Question
Items N
F
English lesson should make you...
you may
choose more
than one
answer a. understand
phrases in
English. 30
9 14.75
b. understand varied English texts.
30 7
11.48 c. understand words in English
including their meaning and pronunciation.
30 19 31.14
d. able to communicate in English.
30 26 42.63
‘Wants’ is described as what the learners expect about language area that they want to master. The results of this question were, 42.63 of the respondents
wanted to be able to communicate in English, 31.14 wanted to understand words in English including their meaning and pronunciation, 14.75 wanted to
understand phrases in English, and the rest wanted to understand varied English texts.
3. Lacks
Table 9: Lacks Question
Items N
F
To support higher education or future work, your English skill
should be at what level? a. Novice
30 b. Elementary
30 7
23.33 c. Intermediate
30 23 76.67
‘Lacks’ is the gap between what the learners know already and what the learners do not know. The majority of the respondents 76.67 agreed that they
should have advanced English skill to support their future. There were only 23.33 of respondents who thought that intermediate English skill would be
sufficient to support their future.
c. Learning Needs
Learning needs refer to what the learners need to do in order to learn. The analysis of learning needs of the students is divided into five aspects they are;
input, procedures, setting, learners’ role, and teacher’s role.
1. Input
In this part of the questionnaire, the questions asked were related to the type of input that the students wanted. This sections were divided into 5 parts, 4 of
them were dedicated to find out the desired input of each basic skill in English; Listening, Speaking, Reading, and Writing, and the last part was to find out their
chosen topic. Table 10: Listening Input
Question Items
N F
In listening
session, what kind of input text that you
want? a. Monologue and dialogue
without video. 30
1 3.33
b. Monologue and dialogue with video.
30 6
20 c. Either way does not
matter. 30 23
76.67 What is the ideal
length of listening input text?
a. 250 words long 30
b. 200 words medium 30 15
50 c. 150 words short
30 15 50
In the listening section, 76.67 of the students thought that there was no problem whether the recordings were completed with video or not, 20 of them
wanted that the recordings used in the lesson were completed with video, and the rest wanted the recordings to have no video. The respondents were equally
divided between long and medium in terms of ideal input text length.
Table 11: Speaking Input Question
Items N
F
In speaking session, what kind of input
text that you want? a. Monologue
and dialogue
without pictures. 30
3 10
b. Monologue and dialogue with pictures.
30 12
40 c. Either way does not matter.
30 15
50 What is the ideal
length of speaking input text?
a. 250 words long
30 3
10 b.
200 words medium 30
14 46.67
c. 150 words short
30 13
43.33 In the speaking section, 50 of the respondents agreed that the most ideal
input text for speaking activities could be with or without pictures while 40 were convinced that input text with pictures was the best and the 10 agreed that
input text with no picture was better. Then, on the next question, it was revealed that nearly half of the respondents 46.67 agreed that the ideal length of the
input text was 200 words, 43.33 prefer long input text, and only 10 wanted short input text.
Table 12: Reading Input Question
Items N
F
What is the length of a text
that you
easily understand?
a. 250 words long 30
3 10
b. 200 words medium 30 15
50 c. 150 words short
30 12 40
What is the ideal length of reading input text?
a. 250 words long 30 12
40 b. 200 words medium
30 10 33.33
c. 150 words short 30
8 26.67
In the reading section, it could be established that 50 of the respondents could easily digest a 200 words text, on the other hand, 40 of them were only
able to do a 150 words text. The last 10 believed that they could easily understand a long text. The next question revealed the ideal length of reading
input text. 40 of the respondents preferred long reading materials, 33.33 and 26.67 favored medium and short text respectively.
