2. Interviews
Interview, however, allows for a more in-depth exploration of issues that is possible with a questionnaire Richards, 2001:61. I used semi-structured
interview which grants the researcher to have a general idea of where she or he wants the interview go to, and what should come out of it, but does not
enter the interview with a list of predetermined question Nunan, 1992:149. In addition, Tuckman 1978:196 said that both questionnaire and
interview make it possible to measure what a person knows knowledge or information, what a person likes and dislike values and preferences, and
what a person thinks attitudes and beliefs. 3.
Observation Observation of learners’ behavior in a target situation is another way of
assessing their needs Richards, 2001:61. Moreover, it is the purposeful examination of teaching and learning events through systematic processes of
data collection and analysis Richards and Schmidt, 2010:407. The results of the observation, further, are written as field notes Moleong, 2014: 208.
3.4 Technique of Data Collection
In line with the instruments of data collection, the data on target, learners and
learning needs were collected at the very early stage of this study through:
1. Administering the need analysis questionnaire
There are two types questionnaire I provided in this study. The following questionnaire I use:
a. Stafflecturer questionnaire. This includes some questions about
background information concerning the course or paper the lecturer was describing, overview of problems experienced by students in the course,
linguistic demands of the course, suggestion as to which language skills should be focused on in course, and modifications made in teaching or
in examination as a result of the difficulties experienced by students. The organization of the stafflecturer questionnaire can be seen in
appendix 1 b.
Students’ questionnaire. It is a modified version of staff questionnaire. The structure similar but with greater emphasis on language expectation
and emphasize on problem being encountered. Moreover, the organization of the student questionnaire can bee seen in appendix 3
c. Stakeholders’ questionnaire. This questionnaire was developed to find
out the learners’ need based on stakeholders’ need. In this case, stakeholders feel the necessity English in their special field since the
stakeholders have various perceptions regarding their preferences for the language skills and sub-skills. The goal of the language program,
further, must be compatible with stakeholders’ wants. The organization of stakeholders’ questionnaire, furhtemore, can be seen in appendix 2
2. Doing interviews
A semi-structured interview was provided to staffslecturers and students. However, I interviewed a portion of the potential population instead of total
population and seek to create a sample that is representative of the total population.
3. Doing observation
Observation is conducted during the teaching-learning process. As an English teacher, I am responsible in doing this observation of students’
attitude towards language. Besides, observation can also be informal need analysis which deals with the informal negotiations that take place between
class teachers and students in the form of chats with either individual or groups of students. The result of the questionnaire was in the form of field
notes.
3.5 Technique of Data Analysis
