Students’ needs based on the informal interview with the teacher
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b. Students’ needs based on the questionnaires for the seventh graders of BOPKRI 1 Junior High School
The questionnaires were distributed to the seventh graders of BOPKRI 1 Junior High School on March 20, 2015. The writer distributed the questionnaires
to 7A and 7D class. There were 24 students in 7A class and 21 students in 7D class who participated in answering the questionnaires. This survey aimed to gain
some information of the students’ interest and needs in learning English. The questionnaires that were given by the writer were consisted of two
parts. On the first part, the writer asked the participant s to choose “agree” and
“disagree”. The writer provided some statements which concern about the participant
’s opinion for the design material. On this part, they gave their opinion based on the points of agreements that were provided by the writer. The degree of
the agreement were strongly agree, agree, disagree, and strongly disagree. The participants could choose one of the four points as follows.
Table 4.1 The Points of Agreement for the Pre-design survey Questionnaire Points of Agreements
Statements
1 Strongly Disagree Sangat tidak setuju
2 Disagree Tidak Setuju
3 Agree Setuju
4 Strongly Disagree Sangat tidak setuju
After distributing the questionnaire, the writer analyzed the data by calculating the percentage of the result as follows.
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Table 4.2 The First Part of the Questionnaire for the Pre-design Survey
No. Statements
Points of agreements Strongly
agree Agree
Disagree Strongly
disagree 1
I love English subject. 13
28.89 31
68.89 1
2.22 0 0
2 English subject is fun
17 37.78
28 62.22
0 0
3
I found some difficulties in learning English.
27 60.00
18 40
0 0
4 I like reading English books
2 4.44
30 67
12 27
1 2.22
5
The English course books already helped me in learning English.
17 37.78
25 55.56
3 6.67
0 0
6
I can fully understand all the explanation on the English course
book. 9
20.00 29
64.44 5
11.11 2
4.44
7
I have
some difficulties
in understanding the explanations on the
English course book. 14
31.11 28
62.22 3
6.67
8
I have
some difficulties
in memorizing the vocabulary.
5 11.11
19 42.22
20 44.44
1 2.22
9
Teacher already
gives clear
explanation when explaining the material in class.
17 37.78
25 55.56
3 6.67
0 0
10
I found the meaning of unknown vocabulary in dictionary.
19 42.22
22 48.89
4 8.89
0 0
11
I have some difficulties in learning English grammar.
29 64.44
16 35.56
0 0
12
I have
some difficulties
in memorizing English tenses.
3 6.67
19 42.22
23 51.11
0 0
13
I search some English addition materials in the internet so that I can
understand the previous learning material.
15 33.33
21 46.67
9 20.00
0 0
14
Supplementary material is needed to support the English learning process.
14 31.11
24 53
7 15.55
0 0
15
I t is good if the English book’s
Explanation used pictures, table, and color.
24 53
19 42.22
2 4.44
0 0
16
It is good if the supplementary used exercises and games.
33 73.33
12 27
0 0 0 0
56 In the second part of the questionnaire, the writer prepared three questions
for the students to answer. These questions were about the students’ learning experience while they were learning English. The first question was about the
students’ opinion of the English book that they had. The students answered the questions whether the English book that they had was interesting or not. Then,
they were asked to explain the answer. The second question was about the students’ opinion for the appropriate criteria of the English book. The writer asked
the students about the appropriate criteria to make the English book become more interesting for them. In the third question, the writer asked the students
’ opinion about the appropriate learning techniques that can help the students in learning
English.
I
n the first and second statements of the first part of the questionnaire, the writer stated about the students’ interest in learning English. On the first statement
of the questionnaire, 68.89 participants agreed and 28.89 of students who strongly agreed that they like English as their school subject. There were 22.22
disagree about the statement. They did not like English subjects at school. On the second statement, 62.22 agreed that English subject was fun and 37.78 of the
participants who strongly agreed about this statement. For the third statement was about the participant difficulties in learning
English. There were 60.00 agreed that they had some difficulties in in learning English and 40 of them who disagree about this statement
. They didn’t have any difficulties in English because they have already got the English subject since in
the elementary school.
57 The next statements were the participant
s’ opinion of English books. In the fifth statement, 67 answered that they liked reading the English books, 40 of
them strongly agreed with that statement. However, 27 disagreed and 22 strongly disagreed about that statement. 55.56 said that the book already helped
them in learning English. There were 37.78 strongly agreed that the book which provided by the school already helped them in learning English. However, not all
of the participants agreed about the statement. 6.67 disagreed with it. 64.44 of the students said that they understood the explanations on their English book, 20
strongly agreed about it, 11.11 disagreed and 4.44 strongly disagreed about it. On the last statement of their interest toward the English was 62.22 disagreed
and 6.67 strongly disagreed that they had some problem in understanding the explanation the English book. It was different with the rest of the participants.
31.11 agreed with the statement that they had some difficulties in understanding the explanation on their book. The participants respond, 55.56 of them agreed
that the English already gave clear explanation of the English materials in class. There were 37.78 of them who strongly agreed about that statement. However,
6.67 disagreed with the statement. They think that the teacher’s explanations are
unclear enough for them. Next statements are about the students’ experience in learning grammar
and vocabulary. From the questionnaire, the writer found out that 44.4 of the participants disagree that they had any difficulties in memorizing the vocabulary.
There were 2.22 strongly disagree about that statement. However, 42.22 of participants who agreed and 11.11 of the participants who strongly agreed about
58 the statement. To overcome the problem, 48.89 of participants agreed and
42.22 strongly agreed that they use dictionaries to help them in finding the meaning of the words.
In learning grammar and also tenses, 64.44 of the students were strongly agreed that they found some difficulties of learning grammar and tenses. There
were 35.56 of the students agreed with the statement. 42.22 of them agreed that they had some difficulties in memorizing the form of English tenses. There
were 6.67 of the students agreed with this statement. However, not all of them had difficulties in memorizing English tenses. 51.11 of the participant said that
they disagree about that statement. To help them understand and memorizing the statements, 46.67 of them agreed and 33.33 strongly agreed that the internet
help them in learning English. They access the internet and find some information about English tenses in the internet.
For the last statements, it was about the supplementary book criteria. 53 of the participants agreed that it was important to have a supplementary book that
can help them in learning English. There were 31.11 strongly agreed about that statement. 53 of the participants who strongly agreed and 42.22 agreed that
the explanation in English supplementary book which included pictures, table and colors. There were 73.33 strongly agreed that the book include exercises and
games. The whole answers for the first part of questionnaire were presented as follows.
59 For the second part of the participant questionnaire, the writer provided
three questions. These questions were made to get some information for supplementary book design. Based on the participants
’ answer, the writer gave conclusion as follows.
1 The participants agree that the English nowadays is already interesting
In this question, the writer asked about the participants’ opinion on the
English books that they had. Most of the participants answered that the books were interesting. The book already contained picture, and some of the exercises
that could help them in learning English. There were more English materials which could be used by the teacher to deliver the materials.
2 Games, songs and group activities as the interesting criteria of English book.
In this question, the writer found out that there were some criteria for interesting English book based on the participant
s’ opinion. Most of the participants agreed that games, songs and group activities could make the learning
activities become so interesting. The participants said that there were also some other criteria as follows.
a The book should be more colorful. Color could attract the reader to read the book. The book would be more interesting if the writer used color.
b The writer should added more explanations in the English book. The explanation should be in simple English so that the material could be easy
to be absorbed by the students. Some of the participants also said that it
60 was better if the supplementary material book use bilingual language use
Bahasa and English c The book should contain pictures so it looked more interesting. Pictures
were effective to attract the readers’ attention. The pictures for the
supplementary material had to be related and helped in explaining the material.
d More English exercises which are related to the topic. The exercises are used to help the students in learning English. More exercises were better
so that the students could practice their English skills by their own. The exercises were made based on the English skills.
e Add some general knowledge on the book. The general knowledge were included the general information or fact that happened around the world. It
could also new information or fact for the students. f Add some explanation table. These tables enable students to find the
information of the learning material easily. It was the explanation for the main focus of the leaning material. This usually served in some English
books. In this study, the writer uses the infographic to serve the main focus of the learning material.
g There also some interesting quizzes in English. These quizzes are serves to take the students interest in learning English by giving some interesting
quizzes for them to answer.
61 h More conversation practice. The conversation will help the students in
speaking English. The practice can be for individual work hot seat, partner work and group work.
i More vocabulary with meaning. Some of the students had some difficulties in memorizing the vocabulary. By adding some vocabulary and
the meaning could help the students enriching their vocabulary. The vocabulary could be found from the text in every topic on the book.
j Some of the participant also said that they needed some activities that could build their team work. Having a group work was important in order
to build the soft skill in working together as a group. The activity could be conversation practice, English group projects and also games.
3 Learning Techniques based on the Participant s’ Answers
Most of the participants said that games, singing some English songs and also group assignments could help them in learning English. The techniques was
included the speaking skill that contained conversations and also pictures. In conclusion, the participants like the learning techniques which were fun and
interesting to do. The participants
’ answers gave some challenges for the writer in choosing some references and designing the supplementary material. The challenge was
how the writer made the readers students highly motivated and interested in the lesson by doing various kinds of the activities in the supplementary materials.
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