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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the research findings. The first part will present the result of needs analysis, the course grid of the materials, the first draft of the
materials and the results of expert judgment.
A. Research Findings
1. The Result of Needs Analysis
A needs analysis was conducted to evaluate the target and learning needs of the students. The questionnaire was shared to the students of International
Mathematics Education in May 2015. The materials were developed based on the results of the needs analysis which showed the data of more than 50.
Furthermore, not all of the data of more than 50 would be included in the developed materials.
a. Target Needs
Hutchinson and Waters 1987 state that target needs are what students need to do in a particular situation. It consists of necessities, lacks and wants
of the students.
1 Necessities
Necessities are determined by the demands of the target situation; that is, what the learner has to know in order to function effectively in the target
situation Hutchinson Waters: 1987. The following table is the target situation of the students of International Mathematics Education.
Table 7: Students’ View Target Goals
Questions Items
N F
My goal in learning English
as a student of International
Mathematics Education study
program: may choose more
than one item. a.
Understand English instructions given by the
teacher in the teaching and learning process.
35 19
54.3
b. Understand English
references given by the teacher in the teaching and
learning process. 35
29 82.9
c. Understand English
literatures for supporting the teaching and learning
process. 35
26 74.3
d. Supporting skill in the work
field after graduated. 35
28 80
e. Others write down.
35
Table 7 shows students’ goal in learning English. 82.9 of them claim
that their goal in learning English is to understand English references given by the teacher in the teaching and learning process. Meanwhile the second
highest tendency of their goals is to support skill in the work field after graduated. The third tendency is to understand English literatures for
supporting the teaching and learning processes. Then the last is to understand English instructions given by the teacher. The result shows that almost all of
students feel English is a very important skill they should master.
Table 8:
Students’ Level in Reading Skill
Questions Items
N F
To support my study, my
English masteryskill in
reading should be at level:
a. Beginner: can
understand simple sentences and
expressions in daily life.
35 7
20
b. Intermediate: can
understand main 35
17 48.6
information from a complex text and give ideas
based on the given text.
c. Advanced: can recognize
various types of texts and understand implicit
information from a text. 35
11 31.4
In terms of students’ mastery skill, the result shows that 48.6 of the students are in intermediate level. This level expects the students to
understand main information from a complex text and give ideas based on the given texts.
Table 9:
Students’ Level in Mastering Mathematics Terms Vocabularies
Questions Items
N F
Vocabularies or mathematics
terms you have already
mastered. a.
100 35
11 31.4
b. 100 – 500
35 21
60 c.
500 – 1000 35
3 8.6
d. 1000
35
The table above shows the vocabularies have already mastered by students of International Mathematics Education. 60 of them have mastered
100 – 500 words. Meanwhile 31.3 of the students have mastered less than
100 words.
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