b. Games 18
58 c. Interview
1 3
d. Translation 11
35 e. Discussion
8 26
f. Question and Answer 5
16 g. Others
-
e Textbook Layout
Table 19 shows that in term of textbook layout, almost all of the students wanted the materials which contained many pictures and colors. There were six
students who chose interesting covers and only two students filled other choices that the book should be suitable with Curriculum 2013 textbook and should be
simple. In conclusion, the most wanted English textbook was the colorful one and
full of pictures.
Table 19. Textbook Layout
No Statements
Respondents Percentage
1. a. Interesting covers
6 19
b. Full of colors and pictures 29
94 c. Full of words
- d. Others
suit with Curriculum 2013 and look simple 2
6
c. The Learning Needs
Based on the findings, the learning needs were classified into the learning activities, the teachers‘ role and the learners‘ role. The explanations are described
below.
1 Activities
In relation with learning activities in the class, there are four main activities. They are listening, speaking, vocabulary practice and pronunciation
practice.
Table 20. The Learning Activities
No Statements
Respondents Percentage
1. Types of listening activities
a. Fill in the gaps from the monologuedialogue 11
35 b. Discuss the monologuedialogue
6 19
c. Identify the content in the monologuedialogue 2
6 d. Use pictures as a clue
7 23
e. Others -
2. Types of speaking activities
a. Create the monologuedialogue and practice it whether in pairs, individual, or in group
6 19
b. Discuss the certain topic in group 5
16 c. Act out the given monologue or dialogue
23 74
d. Others -
3. Types of vocabulary activities
a. Matching 12
39 b. Interpreting the meaning
17 55
c. Crossword puzzle 11
35 d. Others
- 4.
Types of pronunciation activities a. Repeating after the teacher
21 68
b. Read the given pronunciation transcript 10
32 c. Others
-
Table 20 describes that the most wanted listening activity is filling in the blanks of the dialogue or monologue. The next is the listening activity which used
pictures as clues. This was chosen by seven students. The third most wanted listening activity is discussing the content from monologues or dialogues. It was
chosen by six students. The last, only two of the students wanted to identify the expressions used in the monologues or dialogues.
In term of speaking activity, acting out the dialogue or monologue has the highest rank at 74. It is followed by the activity of creating monologues or
dialogues and performing them in front of the class either in the form of individual work, pair work, or group work. It was chosen by six students. The last
chosen speaking activity is discussing certain topics in group work. For the vocabulary activity, seventeen students preferred to interpret the
meaning of words from the text based on the context. Thirty nine of the students chose to match the words in English with related topics in Office Administration
Study Program and less than forty percent of them chose to solve the crossword puzzle.
In relation with pronunciation activity, repeating after teachers in pronouncing words was chosen by 21 students. Then, reading the given
pronunciation transcript in the materials was chosen by 10 students. To sum up, filling in the blanks was the most favourite listening activity
and acting the dialogues out was the most favourite speaking activity. Students wanted to interpret the meaning of English words in the vocabulary activities and
to repeat after their teacher in the pronunciation activities. \
2 Teachers‘ role
Based on Table 21, sixteen students wanted their teacher to give keywords while they were having difficulties. The next ra
nk of the teachers‘ role component
was at 35 that eleven students preferred the teacher to monitor their improvement in learning English. There were ten students who chose the teacher
to open the sharing and question session. The last choice of the teache rs‘ role was
that students wanted the teacher to be a fasilitator. In conclusion, the most wanted teachers‘ role in the teaching and learning
process is that teacher should give key words when the students are in a difficulty. Table 21.
The Teachers’ Role
No Statements
Respondents Percentage
1. a. Fasilitator
8 26
b. Teachers open the sharing and question sesion
10 32
c. Teacher give key words when students in a difficulty
16 52
d. Teachers
monitor the
students‘ improvement in learning language
11 35
e. Others -
3 Learners‘ role
Table 22 shows that listening to the teachers‘ explanations was the most preferred learners‘ role. The next rank of the learners‘ role were chosen by
fourteen students that they wanted to actively participate in communnication. Then, eleven students chose to act the materials out after the teacher gave
explanations. At last, there were only three students who preferred to do the teacher‘s instructions.
Table 22.
The Learners’ Role
No Statements
Respondents Percentage
1. a. Students
listen to
the teacher‘s explanations
17 55
b. Students do the teacher‘s instructions
3 10
c. Students participate
actively in
communication 14
45 d. Students act out the materials after
teacher‘s explanation 11
35 e. Others
-
2. The Course Grid
