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2. Questionnaire
A questionnaire can be defined as a printed form of data collection, which includes questions or statements to which the subject is expected to respond Seliger
and Shohamy, 1989. The purposes of questionnaires were to gather information needed through the participants’ written responses to a list of questions. There were
two kinds of questionnaire, closed questionnaire and open questionnaire. A closed questionnaire or structured questionnaire was a questionnaire which enclosed the
choices of questions. It meant that the respondents had to choose their best responses related with their opinions or responses. Meanwhile an open
questionnaire or unstructured questionnaire was a questionnaire which did not enclose the expected choices with the aim to provide spaces for the respondents to
express their opinions or responses Ary, Jacobs, and Razavieh, 2002. In this study, the researcher combined those two types of questionnaires
stated earlier in order to be able to give more accurate and appropriate information to design the learning model. The researcher conducted three kinds of
questionnaire: the questionnaire was distributed during the needs analysis, before preliminary field testing, and after the main field testing. The first questionnaire
was distributed to the students to obtain the inf ormation about students’ needs. The
contents are presented in the following table. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table 3.1. The Blueprint for Students’ Needs Analysis
Concept Construct
Indicator Item
Question Wording
Students’ needs are
gap between desired
status and actual status
Carey and Carey,
2009, or progress to
be made toward the
desired goal Graves,
2000 English needs
The reason of requiring English
30 Why do you learn English?
Where English will be used
32 Where will you need to use
English? The frequency of
using English 1
I often use English outside class. 2
I sometimes use English outside class.
Interest on reading
7 I need to read English texts in my
major. Interest on
listening 8
I need to listen to presentation using English.
Interest on speaking
9 Speaking is important to
communicate for college students. Interest on writing 10
Writing is important to communicate for college students.
Vocabulary 11
Vocabulary is important in learning general English.
12 I have learned less than 500
vocabularies. 13
I have learned between 500 - 1500 vocabularies.
14 I have learned more than 1500
vocabularies. Grammar
15 Grammar is important in learning
general English. Expressions
gambits 16
Expressionsgambits are important in learning general English.
Interest on topics 34
What topics are you interested in? Interest on issues
35 What issues are you interested in?
Learning needs
Personal goal 3
College students should be able to communicate in English.
4 Communicating in English helps
college students to compete with other people.
5 Communicating in English helps
college students to connect to other people globally.
6 Communicating in English helps
college students to cooperate to other people globally.
Goal in learning English
31 What are your goals in learning
English? English skills
17 Learning general English involves
reading, writing, speaking, and listening.
Learning process 18
Speaking practice helps college students to be able to communicate
fluently. 29
Presentation helps college students to be able to communicate fluently.
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