Table 11: The Result of the Students’ Needs About
Listening and Speaking Task No.
Statements SA
A N
D SD
11. Good pictures
help me understand
English. 83 13
- 4
-
12. I am happy when
I can speak English.
92 4
4 -
-
13. I like doing
English tasks on my own.
65 26 9
- -
14.
I like doing English tasks with
my mate. 74 22
4 -
-
15. I like doing
English tasks with my
groupsfriends. 62 17
4 17
-
16. I like practicing
my speech with my mate.
48 22 13
17 -
17. I like practicing
my speech with my groups
friends. 48 31
4 17
-
18. I want to
understand 83 13
- -
4
English better.
19. I want to join an
English activity to improve my
English. 74 17
9 -
-
20. I want to join an
English activity which is fun and
make English easier to learn.
87 4
- 9
-
The statements above were aimed at getting information about the students’ needs about speaking and
listening tasks. Based on the students’ respond, most of the students strongly agreed and a few of them agreed that good
pictures can help them understand English, while only one student admitted that they disagreed about this statement.
From the statement number 12, most of the students would be pleased if they can speak English. In brief, their
willingness to be able to speak English was high. In terms of their learning style shown in the
questions number 13, 14, and 15, most of the students liked doing English tasks on their own and with their mates.
About some students disliked doing English task with their group, while most of them enjoyed it and only one student
was neutral. In practicing their English, almost half of the students strongly agreed and some agreed that they liked
practicing their English with their mate and a few of them did not like it. Most of the students enjoyed practicing their
English with their group, while the rest admitted that they did not.
Based on the results of the questionnaire, it showed that most of the students wanted to understand English
better by joining the program, while there was only one student disagreed about the statement. The next question
gave a very important point that most of the students agreed to join an English program to improve their English skills
and two students said that they were neutral. The fourth grade students in SDN Tempurejo 3 also expected an
interesting English program that could make them easier learning English. The last question of the questionnaire
showed that most of them agreed and only two students disagreed about the statement.
From the result of the needs analysis, it could be inferred that the fourth grade students in SD Negeri
Tempurejo 3 needed an appropriate listening-speaking materials which could give them many opportunities to
communicate with each other. They needed materials that
could accommodate their needs and characteristics in learning English. Later, the materials would be used in a
listening-speaking program called Chit – Chat.
2. The Course Grid a. Developing the Course Grid
