Analysis Process of Designing the Model
82 writing, reading, and listening. The four skills are not provided in every meeting
because it is adjusted to the topics. There are at least two skills given for each topic and combined between receptive and productive skills. Each skill takes more or less
25 of the learning process which means that the balance of the four skills is important to be considered. To give detail information, the syllabus is provided in
Appendix 3. In this study, because of the time constraints in designing the learning model, the researcher decided to provide 15 meetings for one semester. The amount
of the meeting considered the minimum requirements of the language program. Those meetings would cover the topic discussion, mid-test, and final test.
The researcher also conducted needs analysis to the second semester students of Duta Wacana Christian University and Muhammadiyah University of
Yogyakarta. The students were taking the general English class. Questionnaires were distributed to know the students’ needs for general English class, including
the students’ goals, learning materials, learning process or activities, and
constraints. The data gained aimed to help the researcher articulate the beliefs. After distributing the questionnaires, the researcher analyzed the data gathered. Since the
data gathered are qualitative data, it is considered to be the rough materials from the world the researchers are studying Bogdan Biklen, 1992, p.106. Hence, the
needs are assumed based on the data gathered and data display. The researcher could draw the conclusion, including determining the context and articulating
beliefs. The questionnaires were distibuted to the students who are taking the general
English class. There were one hundred and thirty three students as participants and they are from accounting, management, architecture, economic and banking, and
83 government administration study programs. The first part of the questionnaire
consisted of 29 items which found out students’ experience in using English in the class and outside the class. The students should choose four options, those were
strongly agree SA, agree A, doubtful D, disagree DA, and strongly disagree SDA. From the scale 1 to 5, the researcher got the expected mean, i.e. 3.00.
Items number 1 to 2 asked about the frequency of using English outside the class. Students often used English outside the class gained 3.20, meanwhile students
sometimes used English outside the class gained 3.71. Both were above the expected mean. It meant the students were quite frequent in using English to
communicate outside the class. Then, there were four items asked about the goal of students in learning English. The mean of those four statements gained more than
4.00. Students should be able to communicate in English in order to help them compete positively and build connection with other people from diferrent countries.
Items number 7 to 10 figured out students’ interests during their study. Students
were interested in learning speaking gained 4.56. Then, learning writing gained 4.46. Students were interested in reading English texts gained 4.44. They are
strongly agreed that reading is important since they need to read English source books or journals. Students need to listen to presentation using English gained 4.12.
It was still strongly agreed, but not became the major. Referring to the results, the learning model then should provide integrate skills of speaking, listening, reading,
and writing in order to achieve the goals which the students expected. It is also one of the considerations for material development according to Graves 2000.
Furthermore, considering the questionnaire results that is in accordance with the previous literature study, providing texts is also important to help the students learn
84 English through the spoken or written texts. The students get more exposure which
stimulates them to easily understand the context and content of the text Dammaco, 2010. Therefore, written and spoken texts are necessary to be provided in the
learning model and to cover the integrated skills. The summary of the mean can be describe as follows.
Table. 4.1 . Students’ Responses of Item 1-10
NO. STATEMENT
5 4
3 2
1 TOTAL
SCORE MEAN
1 I often use English
outside class. 8
39 61
21 4
425 3,20
2 I sometimes use
English outside class. 23
62 35
13 494
3,71 3
College students should be able to
communicate in English.
56 44
29 3
1 550
4,14
4 Communicating in
English helps college students to compete
with other people. 70
51 10
2 588
4,42
5 Communicating in
English helps college students to connect to
other people globally. 80
48 4
1 605
4,55
6 Communicating in
English helps college students to cooperate
to other people globally.
81 45
6 1
604 4,54
7 I need to read English
texts in my major. 79
41 8
2 3
590 4,44
8 I need to listen to
presentation using English.
50 53
26 4
548 4,12
9 Speaking is important
to communicate for college students.
83 44
4 2
607 4,56
10 Writing is important
to communicate for college students.
73 50
8 2
593 4,46
In addition, there were four items check th e students’ vocabulary mastery.
Students strongly agreed that vocabulary is important to include in learning general PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85 English, which was showed by the mean score, 4.67. During the learning process,
most students had learned less than 500 English vocabularies. The mean score gained 3.37. Students also had learned between 500-1500 vocabularies. However,
the mastery is fair since the score only gained 3.11. Almost all students had not mastered more than 1500 vocabularies because the mean score is under the expected
mean, i.e 2.84. Thus, it can be inferred that most students had learned less then 500 words during the general English class. Then, the students also strongly agreed that
grammar and expressions are important to learn in general English class. It was proved by the mean score for learning grammar was 4.37 whereas the mean score
of learning English expressions was 4.40. Therefore, those three language components; vocabulary, grammar, and expressions, would be considered in the
designed learning model. This idea goes along with Graves’ suggestions for
material development. The target relevant aspects, such as grammar, language expressions, and vocabulary can be provided for the students to learn English, and
help the researcher choose the appropriate texts Graves, 2000. The summary of the mean score is presented below.
Table 4.2. Students’ Responses of Item 11-16
NO. STATEMENT
5 4
3 2
1 TOTAL
SCORE MEAN
11 Vocabulary is important in
learning general English. 92
38 3
621 4,67
12 I have learned less than
500 vocabularies. 13
36 73
9 2
448 3,37
13 I have learned between 500
- 1500 vocabularies. 7
24 81
19 2
414 3,11
14 I have learned more than
1500 vocabularies. 5
12 78
33 5
378 2,84
15 Grammar is important in
learning general English. 61
62 8
2 581
4,37
86
NO. STATEMENT
5 4
3 2
1 TOTAL
SCORE MEAN
16 Expressionsgambits are
important in learning general English.
62 64
5 2
585 4,40
The next items were used to find out what kind of learning activities that students need. The mean score of the idea that learning general English involves
the four skills was 4.60, which meant that students strongly agreed that the four skills were integrated in the learning process. Then, there were some learning
activities that students strongly agreed to provide in general English class, those were speaking practice 4.59, listening practice 4.32, writing practice 4.34,
role-play 4.20, reading practice 4.32, and presentation 4.22. Meanwhile, the mean score for discussion was 3.93, which meant that activity was good to be
provided in the class. Based on the results in which the score range of every skill was from 4.10 to 4.60, the students needed to learn the four skills which were
integrated and presented through activities, such as role-play, presentation, and discussion. This condition was in acco
rdance with Far’s statement, i.e. in general English class, the skills must be integrated because the learners have to be
provisioned with reading, listening, speaking, and writing, although it is still on the surface Far 2008. Then, the language learning involves many activities that
influence the learning process. The combined activities should be considered because each activity has its portion. Consequently, language course should cover
balanced activities. According to Nation 2007, balancing the learning activities is necessary, so that the researcher decided to include the four strands to describe a
framework which sees the appropriate balance of opportunities for learning. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87 four strands became the basis in determining the learning activities which could be
appropriate for the students. After that, related to the assessment that could be provided, students agreed
that quiz, mid-test, and final test are good to check their learning progress. The mean score for weekly quiz was 3.74, and the mean score for mid and final test was
3.83. Based on the previous result and the underlying theory in chapter two, formative and summative assessment should be provided in the learning process.
Assesing learning in course design is influenced by four major purposes, they are assessing proficiency, diagnosing ability, assessing progress, and assessing
achievement. Proficiency level of the students can be assessed in the pre or post courses Bailey, 1998. During the learning process, pre, progress, and post
assessments were better provided in order to identify and measure whether the goal could be achieved. Therefore, the assessments were given in form of pre-test, mid-
term test, and final test. The last two items asked about the text provided in the learning material. The
result aimed as the additional consideration to provide the texts. The students strongly agreed that the texts should relate to their immediate needs. It was proved
by the mean score, 4.15. The length of the texts should be less then 500 words. From the results above, it can be inferred that students need 200-to-500-word texts
which are related to aspects of study or life. The summary of the mean score can be described as follows.
88
Table 4. 3. Students’ Responses of Item 17-29
NO. STATEMENT
5 4
3 2
1 TOTAL
SCORE MEAN
17 Learning general English
involves reading, writing, speaking, and listening.
89 39
3 2
612 4,60
18 Speaking practice helps
college students to be able to communicate fluently.
88 41
1 1
2 611
4,59 19
Presentation helps college students to be able to
communicate fluently. 54
55 23
1 561
4,22 20
Performing role-play helps college students to be able
to communicate fluently. 54
54 23
2 559
4,20 21
Listening practice helps college students to be able
to communicate fluently. 61
57 13
1 1
575 4,32
22 Writing practice helps
college students to be able to communicate fluently.
61 57
14 1
577 4,34
23 Reading practice helps
college students to be able to communicate fluently.
58 63
10 1
1 575
4,32 24
Discussion helps college students to be able to
communicate fluently. 40
56 28
6 3
523 3,93
25 Weekly quiz is appropriate
to college students. 30
51 43
6 3
498 3,74
26 Mid and final test are
appropriate to college students.
28 64
32 9
510 3,83
27 Relating learning to the
relevant real-life context helps students to
communicate. 56
60 15
2 569
4,28
28 The text-types should be
related to the students immediate needs.
40 75
16 2
552 4,15
29 The length of the text shoul
be less than 500 words. 12
55 60
6 472
3,55
In the second part of the needs analysis questionnaire, the researcher provided open questions to confirm students’ personal goal in learning general English and
to obtain information about the topics they are interested in. The summary of the result is presented in the following table.
89
Table 4.4. Students’ Responses of Items 30-36
NO. QUESTION
ANSWER
30 Why do you
learn English?
Help me in my study and work
Build relation with other people from different countries
For carreer opportunities, especially after graduation
Being ready for MEA 31
What are your goals in
learning English?
To understand how to write and speak in English
Speaking English well in order to support the job
To understand vocabulary, grammar, and pronounciation
To apply English in other subjects
To master at least 1500 vocabulary
To continue study abroad
32 Where will
you need to use English?
Office
Campus
When I have trip abroad
Social media
Study abroad
33 What do you
still need to learn?
Understand and memorize more vocabulary
Speakingpronounciation
Writing
Reading
GrammarTenses
Listening
34 What topics
are you interested in?
a. Introducing self
b. Asking for and giving personal information
c. Hobbies and interests
d. Describing places
e. Hopesdreams
f. Describing family
g. Asking for and giving direction
h. Describing personality
i. Describing physiscal appearance
j. Giving advice
35 What issues
are you interested in?
a. Technology
b. Culture
c. Education
d. Social media
e. Health
f. Economy
g. Transportation
90
NO. QUESTION
ANSWER
h. Sports
36 What text-
types do you prefer to
learn? a.
Descriptive b.
Narrative c.
Report d.
Procedure e.
Persuassive
The result showed that most students learn English because of study and carrer opportunities. They belived that better comprehension in English helps
college students to fulfill the requirements in working area. They could also apply English in other subjects and continue their study abroad. Therefore, students not
only have basic knowledge in English, but they are ready to have English for Specific Purposes ESP and work. This idea tracked what was stated by Far 2008,
p.3 that general English appoints contexts such as the school where needs cannot readily be specified so that it is considered as providing a broad foundation. It was
supported by the following data.
“Therefore, the goals are first, prepare for ESP; second, students have basic knowledge in English in order to help them achieve higher educational
standard or for working .” Appendix 8
“GE class is a class designed not for specific purposes but refers to 4 skills. So, it is really general or so called survival English. Students are able to use
English for surviving .”Appendix 8
Therefore, the goal of general English can be identified as a general rule, i.e. four skills are equally provided Far, 2008. The skills must be integrated because
learners have to be provisioned with reading, listening, speaking, and writing, although it is still on the surface. Furthermore, this emphasized that students need
to learn the four skills. Those skills actually had been provided, but most universities tended to focus on speaking or reading so that listening and writing
were occasionally marginalized. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91 Instead of the four skills, another components that are considered are
vocabulary, grammar and expressions. After passing the general English class, students are expected to have more or less 1000 vocabularies which were used in
daily life or working on projects. Thus, in the designed learning model, the researcher could put vocabulary mastery as part of the unit.
“they learn more or less 1000 vocabularies.” Appendix 8 “Facing this condition, university created a program in which students from
different background get English learning in order to have basic knowledge and prepare for ESP class. Since in ESP class students are demanded to be
able to conduct presentation, write, and so on, they need to prepare
.” Appendix 8
“I think, more or less students can conduct presentation, write paperjournal well. We also try to accomodate that, but not really maximum.
However, the ac tivities are referred to those as well.” Appendix 8
Regarding the grammar and expressions, it could be provided by looking at students’ needs such as in conducting presentation, daily conversation, and writing
notes or journals. Such materials are important for students because they would use English in any condition such as at campus, office, when they go abroad, and so on.
Thus, the designed unit should contain at least three components, such as vocabulay, grammar, and expressions, which were put in the learning context.
Based on the results of the questionnaire, it showed the topics, issues, and types of texts that students need to learn. The topics constituted several things that
are related to daily life, such as introduction, personal information, asking for and giving direction, describing places, describing physical apperance or personality,
and so on. Meanwhile, the students were interested in several issues like technology, culture, education, social media, and so on. The topics and issues would
help the researcher determine what type of the texts should be provided and its contents. The researcher found that any kind of genres are appropriate to be given
92 to the students as long as it is contextual. Then, the length of the text could not be
more than 500 words.
“I think genre-based is good to be given to the students. We still teach descriptive text, narrative text, and so on, so almost all text we provide
.” Appendix
Therefore, whether it is descriptive, narrative, report, procedure, persuasive, or other text types should relate to the topics or issues which students were interested
in. The information gathered from the questionnaire and interview were utilized
to guide the researcher in constructing the syllabus. Those would be explained in the next section, that is Design.