Table 4.19 Writing Procedure Item
Writing Activity N
f Percentage
Type of
writing activity that
the students want
a. Rewriting a text as
same as the model text
33 6
18.18
b. Completing
blanks on
an incomplete
paragraph
33 11
33.33
c. Writing a simple
text 33
4 12.12
d. Arranging
jumbled paragraph
into a well-meaning paragraph
33 8
24.24
e. Writing a text
based on pictures, tables, diagrams, or
graphics provided 33
4 12.12
f. Others
33
In terms of writing activities, 33.33 students want to have tasks of completing blanks on an incomplete paragraph, while 24.24
students want to arrange jumbled sentences into a good paragraph.
Table 4.20 Grammar Procedure Item
Grammar Exercise N
f Percentage
Type of
grammar exercise that
the students want
a. Memorizing
the grammar formulas
33 10
21.21
b. Filling the blanks
33 11
33.33
c. Writing
a sentence based on the
33 5
15.15
formula that has been taught
d. Identifying
incorrect sentence
structures and
correcting them 33
7 30.30
e. Others
33
In terms of grammar tasks, 33.33 students wanted to have tasks of filling the blanks, while 30.30 students want to identify incorrect
sentence structures and correct them.
Table 4.21 Pronunciation Procedure Item
Pronunciation Task N
f Percentage
Type of
pronunciation task that the
students want a.
Learning how to pronounce a word
from dictionary 33
3 9.09
b. Reading aloud
33 5
15.15 c.
Listening and
repeating the way the
teacher pronounce words
33 8
24.24
d. Pronouncing
word by word 33
9 27.27
e. Pronouncing
words which have sound alike
33 3
9.09
f. Pronouncing
a sentence
with stressing
and intonation
33 5
15.15
g. Others
33
In terms of pronunciation tasks, 27.27 students want to have tasks of pronouncing word by word. The other students 24.24 want
to listen and repeat the way the teacher pronounces a word.
c Setting
Settings refer to the classroom arrangements specified or implied in the task Nunan, 2004. The presentation of the data about how to
carry out the task is shown on the table below.
Table 4.22 Setting of Teaching and Learning Process Item
Setting N
f Percentage
Students’ view about a
better place for
the teaching and
learning process
a. The classroom
33 6
18.18
b. Outside
the classroom
33 13
39.39
c. The library
33 4
12.12 d.
The language
laboratory 33
9 27.27
e. Others
33 1
3.03
In terms of setting, most of students 39.39 want to do the task outside the classroom. Meanwhile, the other students 27.27 want to
perform the tasks in the language laboratory.
Table 4.23 Setting of English Teaching and Learning Process Item
Setting N
f Percentage
Students’ view about a
better way
to do the tasks
a. Individually
33 3
9.09 b.
In pairs 33
7 21.21
c. In a small group
3-4 students 33
18 54.54
d. In a large group
33 e.
Unlimited 33
5 15.15
In terms of setting, most of students 54.54 want to do the task in a small group 3-4 students. Meanwhile, the other students
21.21 want to perform the tasks in pairs.
d Teacher’s role
Teacher ’s role refers to the part that teachers are expected to play
in carrying out learning tasks as well as the social and interpersonal
relationships between the participants Nunan, 2004. Table 4.24
Teacher’s Role Item
Teacher’s Role N
f Percentage
Students’ view about
the teacher’s role
a. Motivating
the students in doing the
tasks 33
8 24.24
b. Supporting
and guiding the students
to use their creativity 33
4 12.12
continued
continued c.
Guiding the
students in doing the tasks
33 4
12.12
d. Giving
advice, correction,
and opinion
to the
students’ work 33
2 6.06
e. Creating a good
