93
Table 4.8 Students’ responses for item 33-50
Number of Question
Students Responses SA
A DA
SDA
33 12
30 28
70
34 6
15
33
82.50
1
2.50
35 18
45 20
50 2
5
36 8
20
31
77.50
1
2.50
37 10
25 29
72.50 1
2.50
38 10
25
29
72.50
1
2.50
39 8
20 31
77.50 1
2.50
40 14
35
26
65
41 14
35 26
65
42 20
50
20
50
43 23
57.50 17
42.50
44 22
55
18
45
45 22
55 18
45
46 25
62.50
15
37.50
47 24
60 16
40
48 25
62.50
15
37.50
49 24
60 16
40
50 24
60
16
40
In general, the student’s responses showed the positive responses. Most of the options chosen included strongly agree SA and agree A. Therefore, the
students’ responses explained that students’ need were suitable with the concept of the iconic model since the data indicated that most students strongly agree and
agree with the statements about the concept of the iconic model.. On the other hand, the second part of need analysis questionnaire for
students was six questions. The questions intended to obtain students’ perception and suggestions related to their need and communication practice. The
participants were forty students and should answer six questions in the open
94 questions. After interpreting the participants’ opinion, the data of need analysis
could be gained. The data of need analysis was summarized into four important points.
Firstly, in the classroom, most students were asked by the teacher to memorize, to perform conversation, to have answer and question session, to do worksheet to
make a note, to translate and to do some tasks. Those were what students did in practicing communication using English. Secondly, all students thought that
communication was important and good because it would help them interact and connect to other people or foreigner. Communication in English could help them
prepare to work since they were students of the vocational high schools who should be ready to work after they graduated. Being able to communicate in
English allowed students to cooperate and compete with other people globally. Students could also exchange information and knowledge. Thirdly, most students
said that communication using English was difficult because they lacked of confidence, practice, vocabulary and pronunciation. Fourthly, to be able to
communicate, most students suggested practicing a lot and making English conversation as a habit. Most students suggested teacher giving more practice for
students. Teacher should invite students to talk in English by always chatting or having conversation with them. As students, they should practice regularly both in
class and outside the class. Therefore, what the researcher wanted to design was suitable with
students’ need based on the need analysis result. The focus was on practicing which could encourage students’ ability and students’ confidence to be able to
95 communicate using English. Students also gave positive responses to topics,
materials and activities that should be involved in the Communication Practice Model. Therefore, the Communication Practice Model which possessed the
Fluency Development, the Communicative Language Teaching and the Contextual Teaching Learning should have content based on students need to
enable students to communicate using English. In conclusion, the need analysis gained from teachers and students
showed most options that were chosen included strongly agree SA and agree A. Consequently, the responses from teachers and students indicated that their
responses agreed with the statements about the concept of the iconic model. It meant the responses showed positive responses that the concept of the iconic
model met students’ need about communication practice.
2. Determining Topics, Goals, General Purposes and Learning Objectives
