Conducting Main Product Revision

60 No Questions and Options Number of participants Percentage 8. How often do you teach mathematics in Bilingual Class English and Indonesian? a. Always b. Sometimes c. Seldom d. Never 2 2 2 33.33 33.33 33.33 9. In your opinion, what are the difficulties you find in teaching mathematics in Bilingual Class? a.It’s difficult to say mathematics symbols. b.It’s difficult to explain mathematics in English. c.It’s difficult to communicate with students in class. d.others: ______________________ 5 6 5 4 83.33 100 83.3 66.67 10. Do you think that your speaking ability in teaching mathematics needs to be developed? a. Yes b. No 6 100 11. Do you want to take a Bilingual Preparation Program for mathematic teachers to enhance your english speaking skill in teaching mathematics? a. Yes b. No 6 100 12. For how long do you want to take the course? a. 3 months b. 2,5 months c. 2 months d. 1,5 months 2 4 33.33 66.67 13. How often do you want to take the course in a week? a. three times a week b. twice a week c. once a week 6 100 14. How long will every contact hour be appropriate? a. two hours b. an hour and a half c. an hour 6 100 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 61 No Questions and Options Number of participants Percentage 15. Do you agree if in each unit, there are conversations about class situation discussing a mathematics topic and using a target language expression? a. strongly agree b. agree c. undecided d. disagree e. strongly agree 6 100 16. Do you agree if in each unit, a certain part discussing vocabulary related to mathematics is needed? a. strongly agree b. agree c. undecided d. disagree e. strongly agree 6 100 17. What learning teachniques are interesting for you? a. role play b. game c. discussion d. individual task 6 6 4 5 100 100 66.67 83.33 18. What topics would you like to learn? a. greetings b. saying goodbye c. checking the attendanceroll call d. responding latenesstardiness e. reviewing f. collecting homework g. getting started and monitoring readiness h. handling distractionsinterruptions i. calling on students j. verifying k. giving high-quality student comment l. asking students to make pairgroup work m. giving instructions n. sequencing o. summarizing and concluding p. ending the lesson q. others : ______________________ 6 6 6 6 5 6 5 6 6 5 6 6 6 6 6 6 100 100 100 100 83.33 100 83.33 100 100 83.33 100 100 100 100 100 100 62 No Questions and Options Number of participants Percentage 19. What mathematics topic do you want to learn more enhance your speaking ability? a. mathematics symbols b. mathematics operations c. others: ______________ 6 6 100 100 There were nineteen questions in the questionnaire that should be answered by the mathematics teachers. They gave the answers by crossing the options given according to their learning experiences and their opinions. Some options could be chosen more than one answer. After obtaining the data from the questionnaires, the writer analyzed it. The data were calculated by using percentage method. The result of the need analysis reveals some useful facts to support the writer in designing the material. There were 6 participants or 100 of the total respondents who want to be able to communicate with students and collegues at school in English well and wanted to learn English because of their work demand or school’s duty. It shows that they have positive attitude toward English lesson. Moreover, question number two asked whether English was important or not and it explained more about the participants motivation to learn English. There were four participants or 66.67 of the total participants who answered that English is very important for their job and there were two participants 33.33 of the total participants who answered that English is important for their job. Nobody chose “less than nor not important”. It showed that they really realized the importance of learning English for their job. The writer concluded that they had good motivation in learning English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI