32 gender, education, present occupation, future career. The second section inquired
the participants’ agreement on the statements about the target learning needs.
4.1.1.1 Description of the Participants
The participants of the survey research for target learning needs were the advanced level students of St. Aloysius Gonzaga English Language Institute. The
total number of the participants was 10, and the description is as follows: Participants Gender
Age Education
Total Male
Female U.S
G 10
10 6
4 18-28
18 - 28 7
3 10
10 Table 1: Description of the participants of the need survey
In this survey, there were six male learners and four female learners. The ages range from 18 to 28, and six learners were university students from different
department and 4 learners were graduates. Among graduates, three learners were teacher, engineer and accountant in profession.
4.1.1.2 Data Presentation and Analysis
Of the participants, ten persons 80 aimed to learn English for both future career and further education. Other 20 of the participants learned English
for career or future profession. The writer found that 100 of the participants aware of the importance of mastering English as an essential instrument for their
career and professional fields. Every participant assumed that learning English is interesting and a big challenge for them. The detailed description of the results of
the learning needs survey is as follows:
33 No Questions
Responses Number Raw Data
1. Do you think that learning
English is important? SA: Strongly Agree
A: Agree D: Disagree
SD:Strongly Disagree 8
2 -
- 80
20 -
-
2. Does proficiency of English
language take a big role for your future career or further
education? SA: Strongly Agree
A: Agree D: Disagree
SD:Strongly Disagree 8
2 -
- 80
20 -
-
3. Do you think that language
input is important in improving four skills of
language? SA: Strongly Agree
A: Agree D: Disagree
SD:Strongly Disagree 2
7 1
- 20
70 10
-
4. Is learning English
interesting and challenging? SA: Strongly Agree
A: Agree D: Disagree
SD:Strongly Disagree 5
5 -
- 50
50 -
-
5. Is it important to learn
updated vocabularyterms? SA: Strongly Agree
A: Agree D: Disagree
SD:Strongly Disagree 3
7 -
- 30
70 -
-
6. Is it important to learn
pronunciation? SA: Strongly Agree
A: Agree D: Disagree
SD:Strongly Disagree 6
2 2
- 60
20 20
7. What kinds of language
input are more effective in your learning process?
a. Listeningoral passages
b. Written texts c. Conversational
texts d. All of them
1 3
1 6
10 30
10 60
8. Which skills isare difficult
for you in learning English? a. Listening
b. Speaking c. Reading
d. Writing 4
5 -
3 40
50 -
30
9. From your experiences,
what isare the important skills
needed to improve your English?
a. Listening b. Reading
c. Speaking d. Writing
5 4
3 3
50 40
30 30
10. What kind of listening level is difficult for you?
a. Comprehending main idea
b. Synthesizing c. Understanding
idioms d. Getting the idea of
- 3
6 2
- 30
60 20
34 specific expressions
11. What kinds of reading texts are important for you?
a. Information texts b. History texts
c. Scientific publication texts
d. All of them 4
2 1
6 40
20 10
60
12. What kinds of speaking skills need to be improved?
a. Presentation b. Discussion
c. Debate d. Public speaking
3 4
1 6
30 40
10 60
13. What kinds of writing skills are difficult for you?
a. News report b. Biography
c. Persuasive d. Analytical
exposition 1
- 4
6 10
- 40
60
14. What kinds of teaching learning activities help you
to improve your English? a. Individual
b. Group work c. Lecturing
d. Games 3
7 3
2 30
70 30
20
15. What isare your purposes for studying English?
a. Further education b. Professionalcareer
c. Personal d. All of them
1 3
- 8
10 30
- 80
Table 2: Descriptive statistics on the Participants’ opinions of the need survey
According to the survey data, 90 of the participants agreed that the language input is very important in improving language skills. It is very
significant that every participant agreed to learn updated vocabularies. Moreover, 80 of the participants considered the significance of learning the right
pronunciation. Still half of the participants considered that listening skill is the importance skill to improve their English while 40 of the participants
considered that speaking skill is also the importance skill to improve their English. Furthermore, 50 of the participants found that they have difficulty in
improving speaking skill while more than 30 of the participants have difficulty in improving listening and writing skills. It was remarkable that no one found
35 difficulty in reading skill. More than 50 of the participants found difficulty in
identifying the meaning of the idioms, terms or expressions in listening skill. More than half of the participants 60 found that public speaking is a big deal
for them to be improved as well as especially in analytical exposition writing. The persuasive writing type was also hard job for 40 of the participants.
The participants in average 60 preferred conversational texts, oral listening texts and written texts as the effective language input in learning process.
The participants 60 also preferred information texts, history texts and scientific publication texts as effective texts for their reading skill. For the
teaching learning activities, the participants 70 chose group work as the effective way to improve their English. The participants 30 preferred
individual work and lecturing for their learning activities. Only few chose games learning activities.
From the data analysis, the writer found out that all the participants agreed English is important to learn for different purposes – further education, career and
professional. They found that learning is English is interesting and challenging. Nevertheless, they also thought that mastering all skills of English language is
hard especially in listening, speaking, writing and expressions or idioms. The learners preferred to learn English with various activities in group work.
The result from the needs analysis is the fundamental core for developing a set of integrated English instructional materials for advanced level students of
St. Aloysius Gonzaga English Language Institute.
36
4.1.2 Formulating objectives and listing topicsplanning
