The Descriptions of the Students’ Needs
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like visual aids. Moreover, they also enjoy the activities which allow them to do actions. The conclusion is the students want to learn about daily activities and
food. They also need media and activities which help them to enjoy the teaching and learning process, and also help them to understand the materials.
The last part of the questionnaire aims to elicit the students‟ preferences for stories. 91.7 students enjoy adventure stories. This is very useful information as
the consideration for choosing the appropriate stories for the students. 2
The analysis of the interview The result of the questionnaire analysis is strengthened by the result of the
interview with the teacher. From the interview, some information were got related to the students‟ attitude towards the lesson, the activities they were interested in,
the teaching and learning activities in the English class, and the materials that should be learned by the students. The information could be seen in the following
analysis. First, there were two questions being asked to the teacher to obtain the data
about the students‟ attitude towards English lesson. The result showed students seemed enthusiastic about learning English when the learning activities were fun.
Designing fun activities were ver y crucial in getting students‟ attention. The
information can be seen in the following transcript. R: Apakah siswa antusias dalam belajar bahasa Inggris, Bu? Do the students
seem enthusiastic about learning English? T: Pada dasarnya siswa suka belajar bahasa Inggris, Mbak. Tapi itu tergantung
kegiatan pembelajaran seperti apa. Basically, the students like to learn English but their enthusiasm depends on the teaching and learning activities.
continued
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continued R: Memangnya bagaimana respon mereka terhadap kegiatan pembelajaran
yang Ibu terapkan selama ini? How do they respond to the teaching and learning activities done all this time?
T: Respon mereka baik kalau kegiatan itu menyenangkan bagi mereka, Mbak. Mereka jadi aktif ngikutin pelajaran, gak males-malesan. Kalo gak suka, ya
jadinya ada yang ramai sendiri, ada yang ngantuk. Their responses are good when they find the activities fun. They are actively involved in the learning
process. Besides, they show their interest in learning. When the activities are boring for them, some of them are being noisy and the others are sleepy.
Appendix F1
Next, based on the interview, listening skill was rarely taught. Listening skill
was taught using stories but there is no follow-up activity because listening to stories was not the main teaching and learning activity. Besides, textbook was the
main learning resource and the exercises given were taken from the textbook. The teacher rarely used teaching aid. Here is the transcript.
R: Apakah Ibu mengajar empat skills bahasa Inggris secara rata? Do you teach the four English skills equally?
T: Enggak, Mbak. Saya seringnya ngajar mereka reading sama writing. Soalnya materi yang ada dibuku banyaknya mengajarkan itu. Tapi kadang saya juga
ngajar mereka listening dan speaking. No, I don‟t. I often teach the students
reading and writing skills because the book has a lot of reading and writing practices. However, sometimes I teach them listening and speaking skills.
R: Apakah Ibu mengajar listening skills dengan menggunakan lagu, permainan, atau cerita? Do you teach listening skills using songs, games, or stories?
T: Kalau ngajar pakai cerita ya cuma selingan saja, gak ada follow-up activity. Main game belum pernah. Nyanyi banyak yang gak suka. Teaching students
using stories is an interlude.There is no follow-up activity. I have not taught them using games yet. The students do not like singing songs.
R: Apa saja sumber belajar siswa di kelas? What are the students‟ learning
resources in the English class? T: Saya cuma pakai buku paket, Mbak. Kadang saya pakai sumber dari internet.
I use a textbook. Sometimes I take resources from the internet. R: Apakah Ibu memakai alat bantu saat mengajar? Do you use any teaching aid
in delivering materials? T: Pakai, tapi jarang Mbak. Biasanya saya pakai gambar yang ada di buku. I
rarely use teaching aid. The aid used is pictures which are available in the textbook.
Appendix F1
continued
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continued R: Apakah Ibu memakai alat bantu saat mengajar? Do you use any teaching
aid in delivering materials? T: Pakai, tapi jarang Mbak. Biasanya saya pakai gambar yang ada di buku. I
rarely use teaching aid. The aid used is pictures which are available in the course book.
Appendix F1
The next questions were used to obtain data about students‟ interest. The
students liked learning by aid. Moreover, they enjoyed the activities which involve them actively. Besides, the students needed to learn about responding and
doing instructions. The information can be seen in the transcript below.
R: Apakah siswa suka kalo Ibu memakai media pembelajaran? Do the students like learning using teaching aid?
T: Suka, Mbak, jadi lebih antusias memperhatikan pelajaran. They like it and show more enthusiasm for learning.
R: Kegiatan pembelajaran seperti apa yang disukai siswa? What kind of activities the students like?
T: Kegiatan yang menyenangkan bagi mereka. They like fun activities. R: Materi apa yang harus diajarkan pada siswa khususnya listening skills, Bu?
What are the materials should be taught to the students especially for teaching listening skills?
T: Kalau mengacu kurikulum, instructions Mbak, bisa merespon instructions ataupun melakukannya. Based on the curriculum, they should be taught
about instructions. It can be responding to instructions or doing the instructions.
Appendix F1
3 The analysis of the observation
The last technique of obtaining the data about the students‟ needs was conducting a class observation. Based on the result of the class observation and
field note which could be seen in the appendix, the teaching and learning activity on that day was boring. The teacher only talked about the materials and
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sometimes checked the students‟ understanding. The activity which made the students to learn happily was not provided.