Target Needs Learning Needs

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

The aim of this research is to reveal the target needs, the learning needs, and the appropriate speaking materials used in English Tutorial Program for the intermediate level students of International Accounting Education of Yogyakarta State University. This chapter describes the conclusions of the research and the suggestions obtained from the research.

A. Conclusions

1. Target Needs

Based on the results of the needs analysis questionnaire, the target needs of the students of International Accounting Education study program in learning English in English Tutorial Program can be concluded in the following paragraphs. In terms of necessities, it can be concluded that the purpose of the students learn English in English Tutorial Program in the academic context is to enable them to master more vocabulary items related to their study program so that they can communicate in English appropriately. While in the daily life context, the main goal of the students to learn English in English Tutorial Program is to enable them to master more vocabulary items related to their daily life so that they can communicate with people appropriately. Furthermore, most of the students admit that they need to 109 improve their speaking skill so that in the future they can continue studying abroad. In terms of lacks, most of the students admit that their speaking skills proficiency so far is at the level of pre-intermediate. They are able to communicate in the daily context and certain kind of discourse. The difficulty that most of the students have when listening to English texts is they don’t understand what the speaker is saying due to the limited num er of vocabulary mastery. While in speaking in English, the difficulty that most of the students have is expressing particular meaning due to the limited number of vocabulary mastery. In terms of wants, it can be concluded that most of students learn English in English Tutorial Program because they want to be able to master vocabularies, both general vocabularies and vocabularies related to accounting.

2. Learning Needs

For the learning needs , the students’ view a out what they should do to accomplish the target situation can be concluded in the paragraphs below. In terms of listening input, most of the students want to have dialogues or monologue related to the topic of the unit. The listening input texts they want to have are in the length of about 3 minutes. While for the speaking input, the students want to have dialogue related to the topic of the unit. The topics of the learning materials are business and finance, 110 investment, jobs in accounting, and equipment in the office. The language functions are asking for and giving explanation, making, accepting, declining, and rescheduling appointment, explaining procedure, and asking for and giving advice. Furthermore, most of the students think that the availability of the relevant pictures in the materials is very helpful. For listening activities, the students like to have are listening to a dialogue or monologue and then completing the missing information of the dialogue or monologue, listening to a dialogue or monologue and then deciding whether a statement is truefalse based on the dialogue or monologue, listening to a dialogue or monologue and then answering questions based on the dialogue or monologue orally, and listening to a dialogue or monologue and then arranging the sentences or pictures into a good order. For speaking activities, the students like to have are studying a dialogue, acting out the dialogue and answering questions based on the dialogue orally, acting out a dialogue in pairs, and making a dialogue based on given information and then acting it out. The vocabulary activities that most of the students like to have are matching English words with their meaning or description in English, translating English words and terms using the dictionary, and completing sentence or paragraph using provided words. While for grammar activities, they like to have are completing sentences using the correct grammar and 111 writing sentences based on the patterns that have been learned. For pronunciation activity, they like to have is repeating after the teacher. In terms of setting, most of the students prefer to accomplish the tasks in pairs. In accomplishing the tasks, most of the students expect the teacher to have a role as a tutor. While for the students themselves, they expect to have the role as a group participant

3. The Appropriate Speaking Materials for Students of International