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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter is dedicated to describe the findings of the research and the discussion. The research findings cover the results of the needs analysis, the
syllabus, the first draft of the materials, and the materials’ evaluation.
A. Research Findings 1. The Results of the Needs Analysis
The needs analysis was conducted on November, 23, 2013 by distributing the needs analysis questionnaire to grade X students of Marketing
Study Program in SMK Muhammadiyah 2 Bantul. The distributed questionnaire was intended to elicit information on the students’ target needs and learning
needs.
a. Descriptions of the Students
SMK Muhammadiyah 2 Bantul only has one class of Marketing Study Program for each grade; grade ten, eleven, and twelve. The grade ten of
Marketing Study Program consisted of thirty two students; three male students and twenty nine female students. They were around fifteen to sixteen years old.
Here are the data of the students.
Table 4.1: The Grade X Students of Marketing Study Program Number of the
Students Sex
Age
Male Female
52
32 students 3
29 15-16 ears old
b. Description of the Target Needs
According to Hutchinson and Waters 1987, target needs cover three aspects; they are necessities, lacks and wants 1987:56. The term “necessities”
represents what the learner has to know in order to function effectively in the target situation; “lacks” identifies the learner’s current language proficiency to
decide in which of necessities the learner lacks; and the term ‘wants’ identifies the learner’s subjective needs wants to learn English.
In terms of ‘necessities’, the questionnaire identifies the English learning materials contents that support the student’s future job. Before identifying the
necessities, the questionnaire identified the students’ goals to learn English.
Table 4.2: Goals Students’ goal
N f
Percentage
a. For now, I need to learn English in order to be able to pronounce and spell words,
phrases, and sentences in English accurately
32 10
31
b. For now, I need to learn English in order to be able to use grammar accurately
12 38
c. For now, I need to learn English in order to be able to use technical terms in marketing
appropriately 18
57
d. For now, I learn English in order to be able to use expressions and their responses in
English both formally and informally 24
75
a. Related to the future, my motivation to learn English is to get work
32 25
78 b. Related to the future, my motivation to
learn English is to continue my study 2
6 c. Related to the future, my motivation to
learn English is to build my own business 5
16
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In terms of goals, most of the students 75 need to learn English in order to be able to use expressions and responses in English both formally and
informally. They also need to learn English in order to be able to use technical terms in marketing appropriately. Related to the future, most of the students
78 have motivation to learn English in order to get work after they finish their vocational school. Meanwhile, some of the students 6 have motivation to learn
English to build their own business in the future. The next aspect is “necessities” which identifies the learning materials
contents and the topic that the students need to support their future job. Table 4.3 below shows the learning materials content of the materials according to the
students’ preferences to support their future job.
Table 4.3 Necessities Learning materials content to support future job
N f
Percentage
a. I need English learning materials to support
my future job which contain technical terms in marketing
32 27
84
b. I need English learning materials to support
my future job which contain simple business letters
24 75
c. I need English learning materials to support
my future job which contain expressions and responses to communicate in English
fluently 30
94
Most of the students 94 preferred English learning materials which contain expressions and responses to communicate in English fluently to support
their future job. More than fifty percents of the students also chose English
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learning materials which contain marketing technical terms and also business letters.
Besides the four aspects above, there is another aspect which needs to be considered; English curriculum of SMK. As this study was conducted based on
curriculum 2013, the curriculum contents the core and basic competences for SMK also become the necessities of the students. Based on the Basic
Competences of the English curriculum, English language teaching in SMK aims to develop the students’ ability to communicate in the target language orally and
in writing accurately and appropriately. The students are required to master the four language skills in a variety of context for varied purposes using a range of
text types and language functions. After the necessities, the next aspect is lacks. In terms of lacks, there are
two items in the questionnaire which gain the information about the students’ English proficiency and also their weaknesses in learning English. Table 4.4 and
Table 4.5 below show the results of the needs analysis questionnaire to find the target needs of the students in terms of lacks.
Table 4.4: English Proficiency English proficiency
N f
Percentage
a. My English proficiency is classed as
novice level 32
2 6
b. my English proficiency is classed as
early intermediate 29
91 c.
My English proficiency is at intermediate level
1 3
d. My English proficiency is classed as
advance level