Yin 1984:23 as cited in Nunan 1992:76 explained that a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-
life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used. Furthermore,
in applied linguistics, the case study, however, has been employed principally as a tool to trace the language development of first and second language. Moreover,
case study is ‘strong reality’ and therefore likely to appeal to practitioners, who will be able to identify with the issues and concern raised Adelman, 1976, in
Nunan, 1997:78.
Furthermore, there are some stages in doing a case study Isaac and Michael, 1987:48. First stage is stating the objectives. It explains the unit of
study, its characteristics, relationships, and processes will direct the investigation. Second one deals with designing the approach. It includes the way units are
selected, source of data and data collection method. Moreover, third stage is collecting the data, while fourth stage is organizing the information to form a
coherent, well-integrated reconstruction of the unit of study. The last stage deals with reporting the results and discusses their significance.
3.2 The Subjects of the Study
The subjects of this research were as follows:
1. Sixty two students of Diploma IV of road safety transport management
programme study of road safety transport polytechnic Tegal from the fifth semester.
2. Four lecturers of Diploma IV of road safety transport management
programme study of road safety transport polytechnic Tegal. 3.
Two English lecturers of Diploma IV of road safety transport management programme study of road safety transport polytechnic Tegal.
4. Two stakeholders, they are Dishubkominfo Kota Tegal and Dinas PU
Kabupaten Brebes.
3.3 Instruments of Data Collection
According to Richards 2001:59 there are various ways for conducting need analysis. The kinds of information are obtained based on the type of procedure
selected. Moreover, Hutchinson and Water 1987:153 pointed out that methods most frequently used are questionnaires, interviews, observations, data collection
from gathering texts and informal consultation with learners, sponsors, and others. However, for the purpose of this study, I used three methods of collecting the
data, namely questionnaire, interviews, and observation.
1. Questionnaire
According to Richards and Schmidt 2010:478 questionnaire is a set of questions on a topic or group of topics designed to be answered by a
respondent. Besides, it is used by the researchers to convert into data the information directly given by a person subject. I used the two types of
questionnaires namely closed questionnaire or structured responded and open ended questionnaire or unstructured responses. What differentiates between
open-ended from close is the type of response that the respondent is allowed to make Tuckman, 1978:200.
In line with the questionnaire as one of the instruments of data collection, it is important to validate the questionnaire first before piloting it.
According to Brown 2004:22 validity is the extent to which inferences made from assessment results are appropriate, meaningful, and useful in
terms of the purpose of the assessment. I used content and face validity to validate the questionnaire. Content validity refers to the validity that is used
rational analysis toward the topic and the field that being tested. To prepare the questionnaire, I firstly gained information such as
language use, classroom activities, and preferred teaching methods toward previous syllabus, while overview skills needed information was elicited from
alumni profile. In addition, face validity refers to asking some experts to get some information and advice in evaluating the students’ achievement. There
were two experts who validate the questionnaire in this study —the thesis
advisor and the head of education and curriculum of PKTJ. Another way of measuring the test is reliability. It is done when
validity test has been measured. Mousavi 2002:804 in Brown 2004:20-22 suggested that a reliable test is consistent and dependent. The same test can
be tested to the same students on two different occasions, yet the test result is similar. To get the reliability of the questionnaire, I experimented the
questionnaire twice to the same subject on different time.
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
