Target needs The Result of Needs Analysis

31

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings and discussion of the research. It provides the description of the research findings and discussion. The research findings consist of the result of the need analysis, the course grid, the first draft of the materials, the expert judgment, and the final draft of the materials.

A. Research Findings

1. The Result of Needs Analysis

A need analysis was conducted as the first stage of the research to assess the target and learning needs of the students. The questionnaire was distributed in 19 th June 2014. The questionnaire was in the form of multiple choices questions. There were some questions in which the students were only allowed to choose one option, and there were some questions in which the students were allowed to choose more than one option. The highest percentage was considered as the students needs.

a. Target needs

According to Hutchinson and Waters 1987, a target need is learners’ view about the target situation. The analysis of the target needs is divided into three points those are necessities, lacks, and wants. a Necessities Necessities are the type of needs determined by the demands of the target situation. The following tables show Visual Communication Design students’ view about the target goals and the demand of their target situation. Table 4.1 Students’ view about target goals Question Items N F Percentage What is your purpose of learning English at the school? a. To pass national examination. 30 16 53,33 b. To support the education in the University level. 30 6 20 c. To support the jobs after graduating from the school. 30 12 40 d. To get the knowledge of English and its culture so that you can communicate well in English. 30 12 40 e. To be able to communicate spoken and written in English. 30 14 46,67 f. Others ... 30 2 6,67 In terms of goal the students want to reach in learning English, from the result above it can be seen that 53.33 of the respondents learn English to pass national examination. Table 4.2 Students’ view about the demands of the target situation Question Items N F Percentage To be able to support your education now, you should be in the level of ... a. beginner: can understand simple sentences and expressions used in a daily life. 30 8 26,67 b. intermediate: can understand the main idea or purpose of complicated texts and give comments about that. 30 18 60 c. advanced: can understand a variety of texts and understand implicit ideas in a text. 30 4 13,33 d. others ... 30 To be able to support the next level of education or your future job, you should be in the level of ... a. beginner: can understand simple sentences and expressions used in a daily life. 30 3 10 b. intermediate: can understand the main idea or purpose of complicated texts and give comments about that. 30 6 20 c. advanced: can understand a variety of texts and understand implicit ideas in a text. 30 20 66,67 d. others ... 30 1 3,33 In terms of the demand of target situation, the above table shows that 60 of the students believe that they need to be in intermediate level in order to support their job now as students, and 66,67 of the students claim that they need to be in advance level in order to support their later education and job. b Lacks Lacks is the gap between what the learners know already and what the learners do not know. The students’ views about their lacks are shown in the following tables. Table 4.3 Students’ current levels of English proficiency Question Items N F Percentage Your current level of English proficiency is in the level of ... a. beginner: can understand simple sentences and expressions used in a daily life. 30 22 73,33 b. intermediate: can understand the main idea or purpose of complicated texts and give comments about that. 30 8 26,67 c. advanced: can understand a variety of texts and understand implicit ideas in a text. 30 d. others ... 30 The table shows that 73,33 of the students state that they are in the beginner level of English proficiency. c Wants Wants is what the learners expect about language area that they want to master. The following tables show students’ general wants in learning English. Table 4.4 Students’ general wants in learning English Question Items N F Percentage English teaching and learning process should enable you to … a. understand expressions in English. 30 9 30 b. understand a variety of texts in English. 30 3 10 c. understand English vocabularies including the appropriate meaning and pronunciation. 30 12 40 d. communicate well in English. 30 21 70 e. others ... 30 According to the table, 70 of the students claim that English language teaching and learning process should make them communicate well in English. Table 4.5 Students’ view about topics they want to learn in learning English Question Items N F Percentage What kind of topics or themes that you want? a. Topics related to daily life in family, school, and society. 30 21 70 continued continued b. Topics related to teenagers’ life. 30 9 30 c. Topics related to politics, economics, and socio- cultural life. 30 3 10 d. Topics related to science for examples: plants, planets, universe, new invention in science and technology. 30 4 13,33 e. Topics related to your future job on visual communication design. 30 19 63,33 f. Others ... 30 1 3,33 In terms of topics or theme, according to the result above, 70 of the students choose topics related to daily life in family, school, and society.

b. Learning needs